In this thesis, we present the fruits of a doctoral path, which had as its central objective to study the understandings present in stricto sensu Brazilian research on laboratories that were involved, in some way, in the teaching or learning of Mathematics, in addition to the possibilities to modeling of the laboratory through the Anthropological Theory of Didactics (ATD). To this end, we proposed three paths: (1) carrying out a systematic and inventorying research on “laboratories associated with Mathematics”, in master's dissertations and doctoral theses, in Brazil; (2) recognition of conceptions present in the Brazilian literature about “laboratories associated with Mathematics”, especially in academic productions of master's and doctoral degrees; and (3) modeling of the Mathematics Education Laboratory (LEM), through the elements and fundamental notions of ATD. In the end, each of these methodological paths favored the creation of an article associated with it. It is these articles that make up the textual development of the thesis, which is presented in multipaper format. In the first article, we present the state of knowledge about laboratories in a mapping of academic researches carried out in the last 40 years (1983-2022). The second article arises as an offshoot of the previous one, where we highlight three conceptions of laboratories that emerged from a meta-analytical study on the inventoried research, including considering other forms of literature on laboratories (books and articles in journals). In the third article, the LEM is modeled from a fictitious context, inspired by real situations, supported by the fundamentals of ATD. Independently, however, with a common thread that interconnects them, each of the articles – in the pre-publication phase – brings its own results, which involve, respectively: (i) understandings about the temporal, geographic distribution, by area of knowledge, by thematic focus and by locus of action of Brazilian academic productions on laboratories; (ii) understandings about references, foundations and theoretical-methodological arguments linked to what is named and understood by these laboratories; (iii) understandings about alternative constructions of data to be analyzed and discussed, as well as about the theoretical modeling of the LEM, through praxeological studies, in the context of ATD. Other conclusions of this thesis point to: (iv) the need for guidance and institutional validation on multipaper structure as a format for theses in the area of Science and Mathematics Teaching; (v) the proposition of a research agenda in Mathematics Education, circumscribed by the thematic focus “Laboratories associated with Mathematics”.