The article aims to associate research mentoring intervention implemented in human sciences in mathematics education, as well as discusses the multimethod as a research focus in mathematics education. The research follows a multi-method approach information is analyzed through triangulation of methods of factor analysis and action-intervention research. Results: social cognition, empathic interaction, addictions, support parents are factors associated with mathematical thinking, intervention through psychopedagogical support improved development of thought. Conclusion: Intervention research as a method within the multimethod approach presents an alternative approach to the understanding of the educational situation and of the different factors associated with it to formulate proposals that allow the student to reach a competent level in the learning, understanding and application of mathematics that respond positively to your acting in your natural world.