Ce que nous apprend une étude autour des équations numériques à propos de l’École polytechnique au xixe siècle
This article discusses how during the 19th century, the École Polytechnique failed to encourage its students and teachers to publish original works in mathematics. Some historians have argued that the system of review in place at the academy systematically discouraged these actors from taking the in...
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| Format: | Article |
| Language: | deu |
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Éditions Kimé
2020-03-01
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| Series: | Philosophia Scientiæ |
| Online Access: | http://journals.openedition.org/philosophiascientiae/2170 |
| Summary: | This article discusses how during the 19th century, the École Polytechnique failed to encourage its students and teachers to publish original works in mathematics. Some historians have argued that the system of review in place at the academy systematically discouraged these actors from taking the initiative of diffusing new knowledge. My aim in this paper is to qualify this idea by considering several examples of how numerical equations were taught in the nineteenth century. More specifically, I examine three theorems credited to three different instructors at the Ecole Polytechnique, which were then circulated among students and other teachers. The interest in considering these theorems is that they provide unique insight into the teaching methods used at the academy during this period. Additionally, they allow us to better understand the potential role of mathematical research in education, and similarly, how linking the two has impacted the work of mathematicians such as Edmond Laguerre. |
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| ISSN: | 1281-2463 1775-4283 |