Objective:

The paper aims at devising a didactic model for the treatment of mathematical contents, based on the assumption of learning as a process of textual comprehension and considering the texts as a cultural unit.

Methods:

Documentary analysis was used as an empirical method to construct the theoretical framework. Methods such analysis-synthesis, induction and deduction, and modeling were used from a functional, structural and systemic perspective to characterize the state of art and devise the proposal.

Results:

The proposed model is accompanied by a methodology, based on the resizing of the Mathematics lesson as a system of didactic components for the leadership of the processes of comprehension and production of meanings from mathematical texts (propositions, definitions and procedures).

Conclusions:

The effectiveness of the proposed model lays on the renew description of the Mathematics lesson components having the processes of comprehension and production of mathematics texts as a central axis.

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