The teaching and learning of the history of mathematics contributes to the overall education of students, whether they are prospective mathematicians, engineers or teachers. The use of the history of mathematics as an implicit and explicit resource makes it possible to improve the teaching of mathematics and the comprehensive training of students. The subjects that deal with the history of mathematics convey a perception of mathematics as a useful, dynamic, human, interdisciplinary and heuristic science, while complementing the thematic study of the different parts of mathematics. It is important to think of mathematics as a discipline linked to society and culture, as shown by the many people who have advanced the discipline by solving the problems of the society at each time and place. History shows that mathematics can be considered as a scientific and cultural activity that helps to solve problems in every period. This particular contribution will be focused on the use of original sources in the classroom; that is, on practical activities based on the history of mathematics for learning mathematics. Such practical activities using original sources drawn from the history of mathematics can provide students with a broader comprehension of the foundations and nature of the discipline, as well as a deeper approach to the understanding of the mathematical techniques and concepts used every day in the classroom. The aim of this paper is therefore to reflect on the use of original historical sources for learning mathematics by means of practical activities, in order to provide new resources and ideas for teachers of mathematics.