Does a Master Always Write for His Students? Some Evidence from Old Babylonian Scribal Schools

摘要: Cuneiform mathematical texts from the Old Babylonian (period early second millennium BCE) are result of activities scribal schools and, in this sense, emanate incontestably a “teaching context”. Thus, generally considered as evidence pedagogical activity, meaning they assumed to have been written either by students or for students. My goal is show simplistic nature such narrow alternative. Three groups examined that an elementary school text was not always puerile; teaching could at same time serve other purposes and master did educative objective. The contrasting analysis these three thus allows me highlight contextual diversity both production usage texts, all which nevertheless deriving