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Since ancient times, mathematics has displayed a high level of creativity and impressive dynamism. However, in teaching/learning programs, they appear as relics to be displayed within the walls of the school. To break with this archaism, Statistics has emerged as the part of mathematics that can shed light on its dynamism and societal roots. Here, too, computational, and theoretical aspects have left little room for a clear understanding of the concepts studied. The aim of this article is to show, through the epistemological study of the notion of standard deviation, how the study of the evolution of concepts can help us understand their meaning and serve as a resource for their teaching. [ABSTRACT FROM AUTHOR]