Teaching as an Indicator of Mathematical Practices

In their study of the relationship between teaching and mathematical research, Belhoste and Schubring introduce a theoretical framework and a wealth of interesting case studies, highly substantiated by their study of primary sources. Following on their steps, I take teaching as a fertile indicator of the community’s varying points of view about its practices, ranging from the interaction with other disciplines to the development of the strict mathematical corpus. As suggested by Schubring, an interdisciplinary approach is requested for a better evaluation of the influence of mathematics on its practitioners and with other fields of knowledge. Some lines of inquiry are presented.