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In this paper some theoretical tools are utilized that contributes the ontosemiotic approach of the mathematical cognition (Godino, 2002), in order to study how is put into play a network of objects and semiotic functions in the fragment of a textbook of the second course of High School --representative of the introduction to the defined integral-- in students of the Autonomous Comunity of Andalucia (Spain). The analysis has as purpose to characterize the ontosemiotic complexity of the text and the potential semiotic conflicts that can be produced in the students that use it. Previously, a synthesis of the theoretical framework is presented, that includes the theory of the institutional and personal meanings of the mathematical objects and the theory of the semiotic functions. [ABSTRACT FROM AUTHOR]