This text aims to highlight the principles of the Cultural-Historical Theory to the structure of Mathematics teaching. As an argumentative appeal, a virtual story based on the Teaching Guiding Activity proposed by Moura and followers (1996; 2010) was elaborated. The mathematical concepts covered were: quantity, unit, counting, number, addition and multiplication. This conceptual framework was discussed in the context of arithmetic, algebraic and geometric significances. In this system, possibilities of objectification were presented in the structure of principles of the Cultural-Historical Theory teaching. The results reveal indicators that envision the possibility of contributing to the development of the basis for the formation of mathematical theoretical thinking in the transition period between theplay activity to the study activity
