{"id":2180,"date":"2017-11-30T01:01:50","date_gmt":"2017-11-30T01:01:50","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=2180"},"modified":"2017-11-30T01:02:12","modified_gmt":"2017-11-30T01:02:12","slug":"inquiring-about-the-history-of-mathematical-inequalities","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2017\/11\/30\/inquiring-about-the-history-of-mathematical-inequalities\/","title":{"rendered":"Inquiring about the history of mathematical inequalities"},"content":{"rendered":"

Silvia Bernardis
\nLiliana Nitti
\nSara Scaglia<\/p>\n

Abstract<\/strong>. In this article, we inquire about the use of inequalities in the history
\nof mathematics, so as to help improve the quality of teaching this theme. The
\nhistorical analysis of a concept provides clues to interpret the productions,
\nconceptions, and difficulties of students and to design experiences that favor
\ntheir understanding.
\nFrom a phenomenological study (Freudenthal, 2002) we characterize mathematical
\nphenomena that are organized by the concept of inequalities. In this
\narticle, we present some evidence of the manifestation of these phenomena in
\nthe history of mathematics.
\nWe reflect on the type of experiences that are necessary for students, for
\nthem to create \u201cmental objects\u201d of inequality in an elementary stage, that will
\nenable them to study this advanced mathematics topic, in optimal conditions.<\/p>\n

Keywords:<\/strong> historical inquiry, mathematical inequalities, organized phenomena,
\nconcept, frames.\"\"<\/a><\/p>\n

DOI: 10.24844\/EM2903.06<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Silvia Bernardis Liliana Nitti Sara Scaglia Abstract. 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\u2026 Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[569],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2180"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=2180"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2180\/revisions"}],"predecessor-version":[{"id":2181,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/2180\/revisions\/2181"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=2180"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=2180"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=2180"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}