1. Evolution of previous conceptual framework related to the infinitesimal notion: case of student 2

Abstract

This study focuses on conceptual frameworks related to the infinitesimal notion and its evolution in students of Mathematical Sciences; in other words, it seeks to understand the teaching and learning processes of mathematical analysis concepts such as limit, real number and infinite series before, during and after a course of Mathematical Analysis. It is a descriptive-interpretative, humanistic, and field investigation. The sample was composed by five key informants. Data were collected through an interview. Results show that, when receiving formal instruction, students’ conceptual frameworks enrich, reaching a formal level, by means of what we have called a “mixed learning route.”