Abstract

BERNARDIS, Silvia; NITTI, Liliana  and  SCAGLIA, Sara. Inquiring about the history of mathematical inequalities. Educ. mat. [online]. 2017, vol.29, n.3, pp.161-187.  Epub Feb 14, 2022. ISSN 2448-8089.  https://doi.org/10.24844/em2903.06.

In this article, we inquire about the use of inequalities in the history of mathematics, so as to help improve the quality of teaching this theme. The historical analysis of a concept provides clues to interpret the productions, conceptions, and difficulties of students and to design experiences that favor their understanding.

From a phenomenological study (Freudenthal, 2002) we characterize mathematical phenomena that are organized by the concept of inequalities. In this article, we present some evidence of the manifestation of these phenomena in the history of mathematics.

We reflect on the type of experiences that are necessary for students, for them to create “mental objects” of inequality in an elementary stage, that will enable them to study this advanced mathematics topic, in optimal conditions.

Keywords : historical inquiry; mathematical inequalities; organized phenomena; concept; frames.

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