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Exploring the Life of
Jorge Héctor Cánepa De Boni

Jorge H. Cánepa
Jorge H. Cánepa, December 1995

Jorge H. Cánepa was a distinguished Uruguayan mathematics teacher and writer, remembered for his dedication to education and his tireless work in producing innovative teaching materials.

He was born in Montevideo on 26 June 1920 and spent his early years in Buenos Aires, where he began his education. In 1931, his family returned to Uruguay and settled in the capital. Despite having skipped both the fifth and sixth years of primary school, in 1933 he sat the entrance exam for Liceo No. 4 “Juan Zorrilla de San Martín” and passed with the highest distinction. It was an early sign of his remarkable diligence, unwavering responsibility, and tireless initiative—traits that would define his life and legacy.

A Passion for Mathematics Forged Through Teaching

During his secondary education, Jorge H. Cánepa found inspiration in prominent Uruguayan mathematicians who had a profound influence on his calling. One such figure was Rafael Laguardia, who, after completing his studies in France, returned to Uruguay and, in 1942, founded the Institute of Mathematics and Statistics at the Faculty of Engineering, an institution that now bears his name.

Another important influence was his professor José Luis Massera, who co-founded the aforementioned institute alongside Laguardia. Massera made a lasting impression not only as a teacher but also through his significant contributions to differential equations and stability theory. He is internationally recognised for the lemma that bears his name.

These mentors inspired Cánepa to delve deeply into the theoretical and abstract areas of mathematics. However, he soon realised that his true vocation did not lie in engineering but in unravelling the mysteries hidden within numbers. One of his most memorable sayings, which captures his wit and unique view of mathematics, sums up this pursuit:

“When a problem has no solution,
it is solved.”

This original perspective would later lead him to transform mathematics education in Uruguay.

Early Steps in Teaching and Professional Development

At his mother’s urging, in 1942 he accepted a teaching post in mathematics at the Liceo Departamental de Florida. Among the faculty was Dr Carlos Wettstein, a respected figure in Uruguayan education and father of geographer Germán Wettstein, who encouraged Cánepa to pursue the teaching profession.

In 1943, he sat a competitive exam and earned a permanent position. The panel, chaired by engineer Celestino Galli, praised his performance and encouraged him to pursue what would become his lifelong vocation.

Family and Literary Vocation

In 1952, he married Elvira (“Perla”) Galain, with whom he had two daughters, Elena and Silvia. In March 1954, he joined the staff of Deutsche Schule Montevideo (DSM), where he taught for more than 30 years, until his retirement in July 1985.

In 1956, he began writing as a member of the editorial board of REMA (Revista de Matemática Elemental).

Together with Celiar Silva Rehermann, he co-authored the series Cursos de Iniciación Matemática, which revolutionised secondary mathematics education in Uruguay.

Innovation and Legacy in Mathematics Education

In the early 1980s, in the DSM staffroom, a lasting friendship began with the author of these lines. Alongside Mónica, Luis, and Leo, they began crafting new materials that marked a turning point in the teaching of mathematics in Uruguay.

He approached teaching with a critical spirit and often said, with irony:

“On matters of taste and colour,
everything has already been written.”

In 1985, he became Inspector of Mathematics, expanding his contact with educators nationwide and deepening his view of national education.

For 45 years — from 1942 to 1987 — he devoted himself to teaching in both public and private education, spanning secondary and higher levels. In 1987, after a long and fruitful career, he chose to retire. As a true lover of numbers, he selected the timing with care: after all, it was the only prime year of the decade! Yet his retirement did not mean a farewell to learning; instead, he found a new calling in the education of his grandchildren, always in the inseparable company of his beloved wife, Perla.

A Farewell and a Lasting Legacy

On 28 September 2011, as spring returned to Montevideo, Jorge Héctor Cánepa left us in the physical sense. Yet his influence lives on in generations of students and teachers shaped by his work. As someone who had the honour of knowing him and sharing in his passion for teaching, I can only say that he departed with the quiet satisfaction of having passed all of life’s subjects with the highest distinction.

Notable Works by Jorge H. Cánepa

Throughout his career, Jorge H. Cánepa left a profound mark on mathematics education in Uruguay and beyond. His books, crafted with clarity and pedagogical rigour, became cornerstones for generations of students and teachers alike.

Below is a selection of his most representative works.

Secondary School Textbooks with Editorial Medina and Other Editions

Textos liceales con la Editorial Monteverde

New editions of the four previously mentioned Cursos de iniciación matemática were later published by Editorial Monteverde, along with other works.

Textos escolares en la Editorial Kapelusz

Colección Ma.Ci.Ba. en Ediciones de la Casa del Estudiante

Colección Cánepa en Ediciones de la Plaza

Driven by a desire to modernise mathematics education, he developed teaching materials aligned with emerging pedagogical approaches. Convinced of the need for renewal, he embraced this challenge as a personal mission—one that is evident in every one of his works.

For the Year 4 textbook, Professor Leonardo Lois joined the team, and the collection was expanded with a publication that cemented Professor Cánepa’s legacy in secondary education:

Galería de imágenes


JGC, Lois & Cánepa, 1995
JGC, Lois & Cánepa, © 1995
JGC & Cánepa, 1992
JGC & Cánepa, © 1992

Finally, under the same publishing house, Jorge H. Cánepa encouraged me to create a textbook of great depth and originality for the baccalaureate level.