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This study aims to analyze if there are descriptors associated with covariational reasoning in the processes of problems-solving related to definite integrals. In research about this subject, the presence of covariational reasoning is implicitly or explicitly identified, which suggests the need to know about the relationship between this type of reasoning and the resolution processes that involve the concept of definite integral. In this study, the theoretical construct of covariational reasoning was adopted, and a documentary research was carried out through a systematic review of research papers that addressed the study of the definite integral published during the last 8 years, according to four assessment indexes in Mathematics Education. As a result of the systematic review, four works were identified that address this concept through approximation or accumulation processes; in which is reported that the students made reference to: changes in the value of one quantity as occurring simultaneously with changes in the value of another; two variables continuously changing; and, a new element that result from the coordination of the values of two quantities that vary together,. all descriptors of different levels of covariational reasoning. It is concluded that student's reason covariationally during the resolution of problems related to the definite integral and it seems that the characteristics of their reasoning are related to success in the resolution process, an aspect that requires further investigation. [ABSTRACT FROM AUTHOR]

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Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The definite integral is a central concept in the applications of calculus to experimental sciences and engineering, and consequently, a relevant didactic research topic. This paper analyses the different meanings of the definite integral by applying theoretical tools of the ontosemiotic approach to mathematical knowledge and instruction, particularly, the interpretation of meaning in terms of systems of operational and discursive practices related to the resolution of types of problems and the algebraization levels model of mathematical activity. Types of problem-situations and configurations of practices, objects, and processes are identified that allow us to characterize and articulate the various partial meanings of the definite integral (geometric-intuitive, as a limit of Riemann sums and cumulative function) as well as its extensions to the case of the double integral (as a particular case of the multiple) and the line, from the most intuitive to the most formal. The analysis allows us to identify the generality degrees of the objects of integral calculus and the role of algebra in the characterization of the meanings of the definite integral, which must be considered in the planning and management of the processes of teaching and learning of integral calculus in engineering degrees. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The scope of this work is to present the description and analysis of a proposal based on the reconstruction of the sense of definite integrals, carried out in a workshop. The workshop was held as parts of the First Congress on Mathematics Education which took place in the province of Misiones, Argentina in August 2017. The exercises involved were designed and put into practice following the methodological guidelines of Didactic Engineering. Case study was also considered for subsequent analysis. The outcome of the workshop allowed for the conclusion that the participants had a basic understanding of definite integrals which were subject to revision and further development according to the tasks presented in the workshop. [ABSTRACT FROM AUTHOR]

Copyright of SituArte is the property of Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gaceta de la Real Sociedad Matematica Espanola is the property of Real Sociedad Matematica Espanola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to characterize the development of the scheme for the integral as defined by earth science engineering students using fuzzy metrics in order to establish the level of development on intra, inter and trans levels (Piaget & García, 1984). The results demonstrate the difficulty of students to link the succession of Riemann sums with their dependence on the n value of the partition, as a manifestation of the relationship between the succession of Riemann sums and the step to the limit which forms the meaning of the defined integral. [ABSTRACT FROM AUTHOR]

Copyright of RICYDE. Revista Internacional de Ciencias del Deporte is the property of Revista Internacional de Ciencias del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)