Using the history of mathematics as a methodological strategy to understand Gaspar Nicolas’ “errors”
Teresa Costa Clain 1 2 3 * , Josip Slisko 4
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1 Departamento de Matemática Universidade de Aveiro, PORTUGAL2 Centro de Investigação e Desenvolvimento em Matemática e Aplicações (CIDMA), PORTUGAL3 Laboratório de Investigação e Formação em História da Matemática e Educação (LIFHIMATE), PORTUGAL4 Benemérita Universidad Autónoma de Puebla, MEXICO* Corresponding Author

Abstract

Two problems, both from Gaspar Nicolas' Tratado da Prática d'Arismética, published in 1519 are considered in this study. The tasks were carried out using pencil, paper and students from Portuguese schools. The aim was to explore the following students’ performances: 1. The students were able to recognize the “error”, explaining it by using a coherent procedure. 2. The students argued why this answer is wrong/incomplete. 3. The solutions of some students present a good concept and clarity of procedure, compared to aspects omitted in historical literature. 4. The students understood the importance of knowing the “errors” made by famous mathematicians in two related aspects: mathematics is a human activity prone to errors and, consequently, the fear of making errors should not be an obstacle to learning math at school.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 20, Issue 4, November 2025, Article No: em0846

https://doi.org/10.29333/iejme/16663

Publication date: 01 Oct 2025

Online publication date: 28 Jul 2025

Article Views: 58

Article Downloads: 34

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