Abstract:Background: School textbooks constitute a valuable material of investigation in the history of education, which has developed in many disciplines, in connection with their history. In history of mathematics education, some studies are based on a qualitative analysis of a small number of textbooks, whereas others use quantitative arguments in addition. In this framework, my approach is to analyse the use of areas in French geometry textbooks of the 19th century, by articulating qualitative and quantitative meth… Show more
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