This paper proposes to devise an interface between history and mathematics education based on a dialogue between historians of mathematics and educators. Regarding this, we have considered epistemological and methodological aspects of the history of mathematics based on current trends in historiography along with the methodology based on the logic-historical approach. The interface sought to envisage the movement in thought in the context in which these very concepts were conceived and the context in which mathematical concepts were developed. This interface led us to reflect on the historical process of development of knowledge by which a didactic activity could be devised. This activity was based on a sixteenth century document devoted to the construction and use of "mathematical instruments". Activity elaboration took into account an intention and a plan of action through which its application was made possible. The teaching organization took into consideration the internal and external connections brought about by analysis of the document and the thought form in developing the concept.
History of Mathematics; Mathematics teaching; Didactic activity
