Características de la actividad en la construcción del concepto de límite

Abstract

Starting from the challenges that the Theory of Objectification has set for itself as an educational theory in mathematics education, referenced in the background, and its ongoing concern for the nature of the forms of production and collaboration that arise within the framework of an activity, the importance of conducting research that transcends numerical, algebraic and geometric processes to variational thinking is recognized. For this reason, the interest of this research lies in characterizing the social practices carried out by eleventh-grade students and the teacher when solving tasks that develop variational thinking, particularly when the conceptualization of the limit of a function is initiated. In this way, the practices that are sought to be characterized in the research are those that account for a community ethic, providing some elements (theoretical and didactical) to mathematics education regarding the elements that could make cooperative interaction appear, as proposed in the theory of objectification.