Abstract
Abstract The influence upon didactics of visualization and of verbal and symbolic expressions of the main infinitesimal methods and, in particular, the importance of that influence for the correct characterization of concepts are well known. In this paper, different ideas and expressions of infinitesimal methods in history and in mathematics education are investigated, with particular reference to the limit notion. Historical development of representation registers can lead to a parallel development of the notion in students’ minds, and this should make it possible to design new ways to overcome some obstacles and to develop students’ ability to use and to coordinate different registers; however, explaining the problems encountered by mathematicians in history (who inhabited different paradigms, with different social‐knowledge structures and different beliefs) does not necessarily help students with their difficulties. My main contribution resides in showing that the dynamic and the static ideas of limit ...
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