The objective of didactic books and the professors must be to make with that the pupils learn the programmed contents used for the units. Being thus the collections they could not leave to use history of the mathematics as didactic resource for the learning of the pupils, therefore the same ones are accustomed to deal with historical contents (time, space, facts, personages), geographic and etc. and to group them it the mathematical knowledge would facilitate sufficiently so that the same ones can learn mathematics, as in fact are used by the collections. Not obstante, not of satisfactory form, therefore with exception of books of sixth year, the collections use little historical content very, moreover, history are used as a complement, not as integrant part of the subjects, thus losing very of its value that is importantssimo for the learning. 4 – FINAL CONSIDERAES. After to analyze the collections, we suggest the authors whom in its next editions they rethink in the insertion of the history of the mathematics, in the direction to point out the reader, mainly the pupil, in the space, time, facts and in this direction, to clarify and to justify the origin of the mathematics what it will facilitate and very in the learning of the pupil. Also it is important to stand out that, professors if engage in the education process learning searching the historical contents as a didactic resource, therefore, would be irrelevant if the authors emphasized the history of the mathematics in its collections and, the professors in classroom did not give to no value to this importantssima tool to learn it. not only in the direction of the historical contents, but that they search not to limit only the one archaic method to teach and yes to live searching on what he would be ideal for the learning of its educandos.

Finally, a project of research supervised for our co-person who orientates, who speaks on the history of the mathematics as a didactic resource, emphasizes that the descontextualizao of the education of the mathematics and lack of information on the contents on history generate discourage and negative meaconing how much to disciplines mathematics. Being thus, beyond agreeing above to the affirmation, we add the necessity that as much of the authors, how much of the professors to review its concepts how much to the use of history of the mathematics in its methodologies. BIBLIOGRAPHICAL REFERENCES ALVES PEIXOTO, Anderson. The History of the Mathematics as didactic resource. 2007. Scientific initiation.

(Graduating Licenciatura in mathematics) – Tiradentes University, Tiradentes University. Person who orientates: Jose Maria Fernandez Corrales Son. FOSSA, Jhon. the Assays on the mathematical education. Belm: EDUEPA, 2001. GLVEZ, Greece. The didactics of the mathematics. In: PARRA, Ceclia, et. al. Didactics of the Mathematics: psicopedaggicas reflections. Porto Alegre RS: Medical arts, 1996. IMERE LAKATOS, Philosophical Papers, org. John Worral and Gregory Gurrie, 2 vols., Cambridge University Press 1978. MENDES, Iran Abreu. The use of the history of the mathematics: theoretical reflections and experiences. Belm: EUEPA, 2001. MORI, Iracema. Mathematics: ideas and challenges. So Paulo: HAIL, 2009. SOUZA, Joamir Robert of. Will of to know mathematics, So Paulo: FTD, 2009. REFERENCES OF THE INTERNET: . 07/12/2011. 07/12/2011. 07/12/2011