Abstract
The way the concept of velocity is presented nowadays in mathematics textbooks builds on text problems and on the use of tables. The genesis of the concept of velocity refers to a centuries-old search within the context of motion. The concept that stands behind modern school mathematics refers back to the ideas of Newton who himself relies on the ideas of Galileo Galilei. The historical development of mathematical education has shown that both mathematics and physics classes have their respective characteristic manner using this term. However, the mathematical potential for teaching this concept is by far not exhausted.
