With this work we retrace some of the fundamental historical and historical epistemological steps of the evolution of algebraic thought. Given the accepted parallelism between ontogenesis and phylogenesis we believe such a research to be a useful approach to the interpretation of obstacles and difficulties that students encounter during the acquisition of algebraic thought.
|Number of pages||11|
|Journal||QUADERNI DI RICERCA IN DIDATTICA|
|Publication status||Published - 2012|