Sobre la comprensión en estudiantes de matemáticas del concepto de integral impropia. Algunas dificultades, obstáculos y errores

Abstract

In this paper we present some difficulties, obstacles and errors university students face when learning the concepts relative to improper integration. Some of them seem to be inherent to the improper integral concept itself and some others are related to lack of meaning or to other concepts of calculus.

With the aim of analysing these difficulties, obstacles and errors we built up a theoretical framework based, fundamentally, on Duval's theory of semiotic registers of representation and we designed a competence model to assess our students' comprehension.