Significados institucionales evidenciados en el diseño de tareas para la enseñanza de la integral

Abstract

Authors like Vasco (2009) and García, Serrano and Díaz (2002) indicate that the habitual practices in the education of the calculation are orientated to the study of formal methods and symbolic manipulation of expressions tied to the mathematical central objects limit, derivative and anti-derivative, limiting somehow the construction of meaning of integral. From there one proposes a process of teaching and learning of the integral defined from problems of calculation of areas, under the premise of which the resolution of these problems drives to the boarding and learning of the foundations of the calculus that the above mentioned authors propose, these are the approximation, the variation and the accumulation.

In the present document there is realized the characterization of the institutional meaning of reference, claimed and implemented, as it indicates Godino, Font, and Batanero (2011) about the practices of teachers and students in the resolution of problems of calculation of areas under curved, whose treatment in addition relates the foundations of the calculus enunciated before. For this end, it is appealed to considering the meaning of an object in a particular context as a network of primary elements of meaning (Situation / problem, Language, Properties, Procedures, Definitions and Arguments), allowing a later identification or correspondence with the partial configurations of integral proposed by Crisóstomo (2012).