Representaciones cotidianas de límite, obstáculo sociocultural al aprendizaje del concepto matemático

Abstract

This article describes a sociocultural obstacle to the significant leaming of the concept of boundary in the mathematics of change at the tertiary level of studies, i. e., the everyday representation of limit or boundary. The evidence is obtained from a piece of research which tries to answer the question of the routine representations of limit and those of mathematical representation that favor or obstruct the configuration of a variational thought in students. Regarding the methodological aspects, structural analysis is used to interpret discourses speeches and the notion of representation to understand the nature of the students’ ideas.