The influence of university entrance examinations on teaching of the definite integral at High School

Abstract

The definite integral is considered a main topic in High School mathematics. An empirical evidence of this fact is the frequent use of it in the inclusion of a question, exercise or problem involving this mathematical notion in the university entrance examination. In this paper we describe the epistemic configurations which constitute a fundamental point of reference in High School; we also show how this topic is presented in several textbooks from major publishing companies; and, moreover, we analyse the type of proposed problems in the university entrance examinations. Thus we have an adequate description of the institutional attitude in relation to the teaching of the definite integral, which allows to suggest actions for the improvement of potential instructional processes.