Resumen

With this article we want to discuss, considering some pedagogical implications of culturalhistorical theory, the necessity of a new school culture that encourages the creation of learning activity as the activity that guides and promotes the development of Higher Psychological Functions in the age corresponding from elementary to high school. To achieve this goal, we discuss some concepts of cultural-historical theory and point out its implications to direct thinking and acting of teachers committed to developmental education. In this perspective, we set learning and development of theoretical thinking as a goal forteaching mathematics, noting that theoretical thinking, as well as other human higher mental functions that shape human development, have education and teaching as their universal forms.