Resumen

The contributions of the cultural-historical approach to the comprehension of phenomena related to learning processes and human development have been expressed in the increasing number of academic research that take such approach as theoretical reference. This work presents the main theoretical assumptions of dialectical and historical materialism method that founded the investigations of Vygotsky and his contributors and how these structuring elements have been taken as reference in the production of theses and dissertations on education of teachers who teach mathematics. In the analysis of these studies, the text highlights aspects about monitoring, apprehension and analysis of the phenomenon investigated in light of the historical-cultural theory and explains some possible theoretical and methodological ways to researches supported by this theoretical approach.