In this paper, the author examines some issues concerning the historical presentation of a mathematical concept, with particular reference to the pedagogical introduction of infinitesimal methods. He first presents some theoretical frameworks and highlights the importance of non-mathematical elements. He then proposes a historical survey taking into account some approaches of Euclid, Cavalieri, Wallis, Leibniz, Euler, d’Alembert, Lagrange and Cauchy. In conclusion, he considers that the educational introduction of infinitesimal methods by historical references requires a socio-cultural contextualization; nevertheless, historiographically, an apriorist platonic epistemological perspective frequently assumed.