Abstract
It has been proposed since modern times that we need to consult the history of mathematics in teaching mathematics, and some modifications of this principle were made recently by Lakatos, Freudenthal, and Brousseau. It may be necessary to have a direction which we consult when modifying the history of mathematics for students. In this article, we analyse the elements of the cognitive interest in Hamilton's discovery of the quaternions and in the history of discovery of imaginary numbers, and we investigate the effects of these elements on attention of the students of nowadays. These works may give a direction to the historic-genetic principle in teaching mathematics.
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