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Abstract
Reference to the history of mathematics has been widely used in discussions of the development of curricula, the problems students have in learning mathematics, and the development of concepts in the individual. This paper examines the background to the "Biogenetic Law" [1] which has influenced so much thinking in educational theory, and the use of the "principle of parallelism" where individual development is claimed to mirror the historical development of the subject matter. Interpretations of the history of mathematics which are used to justify these claims are examined, and the universality of the supposed concepts is challenged. Questions are raised about some of the fundamental tenets of Piagetian epistemology.