The genesis of proof in ancient Greece: The pedagogical implications of a Husserlian reading

International audienceIn this essay, we present a reading of the genesis of proof in ancient Greece through the lenses of Husserl’s transcendental phenomenology. We argue that the Husserlian perspective acts as the epistemological bedrock upon which a didactical framework that fosters the students’ need for proof may be built. Importantly, we posit that this framework allows for the students’ developing internal need for organising the corpus of mathematical knowledge within a deductively derived structure