On 22 September 1636, Fermat wrote to Roberval, [I, FO.II.XIII, p.71], saying that he had found the quadrature of an infinite number of curves. He named in particular the ‘solid parabola’, y = x3, and said that his method was different from Archimedes‘ quadrature of the parabola. He invited Roberval to share his thoughts on this and other matters.

On 11th October 1636, Roberval replied to Fermat [1. FO.II.XIV, p.75], indicating his method for determining the quadrature of the ‘solid parabola’ and extending it to the quadrature of y = x4 and y = x5.

Recall that for integers n ≥ 2, ζ (n) is defined by

Of course, ζ (1) is not defined, since is divergent. A well-known particular value is ζ (2) = π2/6: numerous alternative proofs of this fact have been presented in the Gazette, e.g. the recent notes [1], [2].

Nowadays there is considerable agreement among educators that learning mathematics fundamentally involves making mathematics [1]. Students learn mathematics while working on tasks that they consider meaningful and worthwhile, and their interest is aroused when they can see the point of what they are being asked to do. Given that learning mathematics involves a process of meaning-making - the use of mathematical language, symbols and representations as learners negotiate ideas – activities should provide students with a variety of challenging experiences through which they can actively construct mathematical meanings for themselves.