Um estudo sobre a Instituzioni Analitiche de Maria Gaetana Agnesi: álgebra e análise na Itália setecentista

• Autor(a) principal: Moura, Roseli Alves de
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20005
• topic: Matemática - História; Educação Matemática - Itália; Álgebra; Mathematic - History; Mathematic Education - Italy; Algebra; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

In this work we present a study on the introduction of the Algebra and Analysis in Milan in the eighteenth century, with the focus on the work entitled Instituzioni Analitiche ad uso della giuveniu Italiana, published by Maria Gaetana Agnesi (1718-1799) in 1748. Divided into two large volumes, the Instituzioni Analitiche includes knowledge related to Algebra and Calculus, which began to be disseminated at that time. These new fields of mathematical research, however, have developed and spread in a very complex scenario in which intertwined issues of religious, political and economic, and were closely related to the knowledge of a new emerging science. This work aims to: contextualize and identify which mathematical knowledge were mobilized and discussed the work of Agnesi. In addition, we seek among others, present some evidence to place the Instituzioni Analitiche in the process leading to modern expertise. Therefore, we analyzed the first volume of Instituzioni Analitiche on which we focus specific analyzes. The study of this work, as well as the quadratic equation solving Agnesi, showed us the multifaceted character of eighteenth-century mathematics, manifested in Agnesi predilection to publish a pure mathematical work in a context that stood out studies of mixed mathematics. The issues of epistemological and mathematics involved in the work of Agnesi point to the intricate and complex process of building the modern mathematical knowledge providing a more contextualized and updated view of history that can be exploited by mathematics educators