Fernando Antonio Villacrés Lluay, Rosa Farfán, José Gerardo Piña-Aguirre
International research in mathematics education has recognized the importance of incorporating the history of mathematics into teaching. In the Latin American context, particularly from the perspective of the Socioepistemological theory of mathematics education, tools have been developed that enable the analysis of the processes of mathematical knowledge production in original works, taking into account the context in which they were written. This is intended to configure sequences of tasks informed by the phenomena and forms of mathematical work that gave rise to the mathematical concepts now regarded as timeless and universal. Consequently, the aim of this study is to present an integrative framework that summarizes common elements shared by various research projects from this theoretical perspective. This framework consists of seven stages organized into three phases of analysis, which, far from being a rigid method, serves as an adaptable reference for future studies, which summarizes how historical studies with epistemological objectives have been conducted from a Latin American perspective.