This article aims to highlight aspects of the mathematics curriculum of a Waldorf School, contributing to studies about mathematics teaching in schools based on alternative pedagogies. For this purpose, data on different facets of the High School curriculum of a Waldorf School were constituted, resulting in four categories: «History of Mathematics», «Mathematical Investigation», «Mathematical Fluency», and «Beyond Conventional Mathematics...».
It is concluded that the educational philosophy of a school based on Waldorf Pedagogy has particularities that contemplate differentiations in its physical and pedagogical environment and, consequently, in its mathematical practices, seeking a balance between conventional mathematics and diversified mathematical experiences that stimulate investigation and problem solving.
Keywords: Waldorf pedagogy, mathematics education, high school, curriculum