In this short paper, we aimed to make considerations about the researches that were made in the Mathematic Education field, whose aim will be to achieve an articulation between two teaching trends: History of Mathematics (HM) and Digital Information
and Communication Technology (DTIC), aiming to promote reflections regarding Mathematics teaching in order to enhance the learning process of the discipline. For that purpose, we will present a description of the construction of a platform named
Mathpods, whose virtual learning environment (VLE) consists of a platform developed by (three) 3 students from the course of Analysis and Development of Systems and Systems for the Internet in the form of a undergraduate research. The developer stu-
dents are from a public college in the state of São Paulo/Brazil. Such virtual learning environment enhances the teaching-learning process of mathematical concepts through podcasts. We will present the creation process and its uses and describe the potential of this technological educational product. Furthermore, the choice of ma- thematical concepts guided by historical procedures (such as the equations of second degree by the false position method) and considerations of extension actions in which we propose
courses for Basic Education students will be addressed. We concluded that the platform has been helping teachers and students in the teaching and learning process at a local level in the state of Sao Paulo/Brazil, as podcasts make the teaching methodology
more flexible and meet the interests of students. In addition, the extension actions by the authors have enabled the interaction between the college/institute and state public schools, which is believed to have added additional possibilities in times of remote education. Besides this, one of the authors seeks to investigate the contributions of the podcast elaboration with undergraduates in Mathematics from an institute of education, science and technology in the northwest of the state of São Pau- lo, in two curricular
components, namely the Laboratory of Mathematics Education and Non-Euclidean geometries. As preliminary results, we verified the students’ interest in knowing mathematical concepts produced by other peoples, in addition to the desire to learn about
new cultures, including the enhancement of a methodological procedure that consists of making available historically produced mathematical subjects forwarded through podcasts that were made available on the platform. Additionally, it was pointed out by the participants of the audio productions that Podcasts contribute to inclusion regarding education (mainly for needs related to low vision) and that it stimulates those who are producing in various areas sine qua non for teaching practice, in addition to if it consists of a medium that becomes more accessible to the general public, as currently the appropriation of virtual resources successfully captures the attention of young people.