A polionomia na Matemática: uma análise historiográfica e epistemológica das variações de nomenclatura

This article investigates the phenomenon of polyonymy, a concept originally stemming from linguistic terminology, here applied to Mathematics to denote the existence of multiple names for the same concept, theorem, or method. Starting from the observation that such variations go beyond mere linguistic translation, the study examines their historical, social, cultural, and epistemological roots. Through the analysis of emblematic cases, such as the Briot-Ruffini/Horner method, the Viète/Girard relations, the Gauss/Ostrogradsky theorem, the quadratic formula (Bhaskara/Sridharacharya), and the Curve of Agnesi, all discussed in detail later, it is argued that mathematical nomenclature is not a neutral system of designation but rather a social, cultural, pedagogical, and historical construct. The discussion draws upon references from the History and Philosophy of Science, highlighting Stephen Mack Stigler’s Law of Eponymy, Thomas Samuel Kuhn’s contributions on scientific development, as well as specific historiographical analyses of Mathematics. Factors such as priority disputes, scientific nationalisms, translation errors, and the consolidation of distinct pedagogical traditions are examined. The article concludes that recognising and critically discussing polyonymy in teaching, learning, and research can enrich the understanding of Mathematics as a living science, historically situated and permeated by contingencies, moving beyond the notion of a monolithic body of knowledge disconnected from historical contexts. Additionally, pedagogical implications of this phenomenon are outlined, which may represent either an obstacle or an opportunity for teaching the history of Mathematics. The study adopts a qualitative and historiographical approach, focusing on emblematic cases. It is also based on documentary analysis of primary and secondary sources, including mathematical treatises, didactic manuals, and specialised works. This methodology aims to comprehend the historical and cultural contexts related to the attribution of names in Mathematics.