The teaching of Mathematics and the historical development of Euclidean space

Abstract

The historical analysis of a concept allows us to understand its evolution and determine the processes of construction of that knowledge, in the case of the Euclidean space, the theoretical representation entails understanding difficulties during its teaching, which can be attributed to the epistemological obstacle as it will be examined in this article. The historical development of the concept of space is briefly analyzed, in documentary form, first within geometry and later in its generalization as a vector space. Finally, the historical perspective is contrasted, to succinctly examine a didactic proposal, which establishes the conclusion that it is necessary to build knowledge based on the elements that characterize epistemic development, which will possibly originate new pedagogical proposals.