Abstract

VILLAMIL PACHON, Jonathan Steven  and  RISCANEVO ESPITIA, Lida Esperanza. Historical and epistemological perspectives of the number zero. Prax. Saber [online]. 2020, vol.11, n.26, e9847.  Epub Feb 25, 2021. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v11.n26.2020.9847.

The historical and epistemological construction of the number zero is analyzed in this article as a theoretical basis for a research in the field of mathematical education, focused on categorizing the interpretations of students in initial math training about zero as a number. This analysis allowed the identification of cultural contributions made by different civilizations, such as the interpretation as a reference value in Egypt, its positional value in Mesopotamia, its use as a digit and as a number in India, among others. Furthermore, it was identified that the difficulties in its understanding have persisted, regardless of the context, to the point that these transcend and permeate its teaching. Consequently, a conceptual basis was established and founded that assumes the acknowledgement of history as a pedagogical value in the teaching of mathematics and that understands its relation with beliefs and perceptions about mathematics, which is articulated with the training of teachers as a research field.

Keywords : history of mathematics; epistemology; arithmetic; zero.

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