Aspectos discursivos y gestuales asociados a la noción de continuidad puntual.

In this paper the discursive forms of description, exposition, narration and argument are analyzed, besides the gesticulation, that employ university students when they reflect on the mathematical notion of punctual continuity of a real function of real variable. We consider the gestural dimension of the visualization actions from an experimental design based on the socioepistemological approach to the research in Mathematics Education, that estimates to the mathematical knowledge among the students as the cultural product of a series of social practices connected with mathematical notions. [ABSTRACT FROM AUTHOR]