Resumen

The objective of this article is to present a reflection on what we have called conceptual nexuses of the algebraic knowledge from the historic and logical movement of the concepts. A conceptual nexus is defined as a link between the historic and logical forms of understanding the concept, which do not necessarily coincide with the different languages that express the concept. This study, of a theoretical character, was carried out by taking as singular some episodes highlighted in the history of algebra and acknowledging in their particularities (manifestations of language, thought forms, etc.) the conceptual nexuses that configure algebraic thought: the relationship among variable magnitudes in general. It was assumed that the knowledge of the historic and logical movement of algebraic concepts and its theoretical thought forms generate implications for the constitution of algebra’s teaching object and for the organization of teaching, thus contributing to overcome epistemological impasses in the appropriation of knowledge both by those who teach and those who learn.