To introduce an anthropological and historical perspective in mathematics from middle school is a challenge that we have tried to face for several years. We first present what we mean with "an anthropological and historical perspective in mathematics", our theoretical and didactical references, and our motivations for choosing the theme of irrationality. In the second part, we will present elements of three experimentations carried out with grade 8 (age 13-14) and grade 10 (age 15-16) pupils.