1. CONCEPT SCHEMA ASSOCIATED TO MATHEMATICAL DEFINITIONS. THE CASE OF STUDENT ONE

Abstract

The present manuscript is part of a wider research in Didactics of Mathematics which consists of analyzing previous conceptual schemata associated to the definition of Integral calculation and their evolution in students from a deanery at the University Centroocidental Lisandro Alvarado. The research was conceptually framed under the cognitive theory of Advanced Mathematical Thinking (AMT) and methodologically framed under the qualitative approach in the modality of case study. Among the findings it is possible to mention: (a) most of the students recognize the definitions; however, they present ideas associated to algorithmic processes; (b) at the end of the course, those schemata evolved as the students were in touch with formal theory. Nevertheless, a student (case one) started with formal ideas and finished with a formal knowledge by using formal, informal and mixed learning routes for its construction.