EL N aMERO IRRACIONAL: UN PUNTO DE VISTA EPISTEMOL 3GICO CON INTER\uc9S DID\uc1CTICO

El estudio que se presenta se realiz\uf3 con el prop\uf3sito de estudiar: (1) desde un punto de vista hist\uf3rico-epistemol\uf3gico la evoluci\uf3n de la noci\uf3n de n\ufamero irracional, (2) desde un punto de vista did\ue1ctico, la ense\uf1anza del concepto de n\ufamero irracional a trav\ue9s del curr\uedculo y los libros de texto. En este manuscrito s\uf3lo mostramos el primer prop\uf3sito. Entre los hallazgos encontramos cuatro esquemas conceptuales en su acepci\uf3n epistemol\uf3gica: el irracional asociado a una aproximaci\uf3n entre razones, asociado a lo aritm\ue9tico, a una aproximaci\uf3n de un n\ufamero racional cercano y el irracional asociado a un n\ufamero. Palabras clave: n\ufamero irracional, esquemas conceptuales epistemol\uf3gicos, evoluci\uf3n hist\uf3ricaABSTRACTIRRATIONAL NUMBER: A HISTORICAL VIEW TEACHING The study presented was realized by the intention of studying: (1) from a historical standpoint epistemological evolution of the concept of irrational number, (2) from an educational point of view, teaching the concept of irrational number across the curriculum and textbooks. Just the first purpose is shown in this work. Among the findings are four conceptual frameworks in its epistemological sense: the irrational associated among reasons; associated to the arithmetic; associated with an approximation of a close rational number; and the irrational associated with a number. Keywords: irrational number, epistemological conceptual frameworks, historical evolution