Apparently, throughout centuries, the pedagogy and history of mathematics have maintained a symbiotic relationship. For example, almost as soon as Euclid´s Elements emerged, as a basic mathematical textbook or part of it in Western culture, some editions included, along the permits and dedications, a chronological section. When this relationship became even more explicit, in particular, parallel to the processes of professionalization of both disciplines in the second half of the XX century, it became a common practice to use, apply and or include history into the pedagogy of mathematics. In this occasion, we will discuss a new powerful tool in this direction.