Contribuyendo a la transición de la concepción dinámica a la concepción métrica del límite de una función de una variable real en estudiantes de ingeniería

Abstract

This work reports the result of having applied an instructional design based on APOS theory, through which it was sought that engineering students understood the formal definition of the limit of a function of single real variable, also known as the epsilon-delta definition (ε-δ). The productions of some students who participated in the application of the activities are presented, which were considered representative of the mental structures exhibited by the whole group. The analysis of the responses contributes to the validation of the genetic decomposition on which the design was based and shows that with this instructional design it is possible for students to move from the dynamic conception (in terms of approximations or informal) to a metric conception (related to the formal or ε-δ definition) of the limit of a function of a single real variable.