A Broader way Through Themas of Elementary School Mathematics, II
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The article offers a critique of the notion of ‘concepts’ in the history of mathematics. Authors in the field sometimes assume an argument from conceptual impossibility: that certain authors could not do X because they did not have concept Y. The case of the divide between Greek and modern mathematics is discussed in detail, showing that the argument from conceptual impossibility is empirically as well as theoretically flawed. An alternative account of historical diversity is offered,...