| Summary: | The paper describes didactic alternative procedures to the interpretation of the movement of the variable, from three perspectives: the movement of the variable approaching to a straight-line, the movement of the variable to infinity and the movement of the variable approaching a point. In order to obtain the didactic guidelines, a research process was developed from a systemic functional structural approach, applying the method of analysis-synthesis and modeling, having as theoretical references the didactic conception of the tasks for the development thinking in Differential Calculus and The theory of semiotic representations in mathematical activity. To assess the scientific and didactic relevance of the proposal, two workshops were held involving 29 specialists and a survey was applied to the participants. With the results obtained, it was possible to evaluate the acceptance of didactic guidelines in relation to their feasibility, scientific novelty, logical coherence and pertinence with their theoretical foundations, arriving at the consensus of the necessity of a change in the school mathematical discourse in the didactic context of this subject. As conclusions of the workshops, recommendations were made for using new procedures for interpretation of the process of acquisition of resources, the transfer of records and of the process of evaluating hypotheses in the Differential Calculus.
mathematics, mathematics concepts, differential calculus, geometric concepts, logical thinking, didactic.
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