versión impresa ISSN 1665-5826
In this paper we present the research results showing the main features of the students' answers to a set of laboratory practices (LP) when they use the CAS (Computer Algebra System) Derive. From the research results analysis we obtain elements to allow us conjecture that students do not have difficulties when calculating definite integrals of continuous functions and at the same time they interpret this as the area under a curve. However, when the functions are only piecewise continuous, or the integrals come from other contexts, the students show difficulties, related to the use of a software, that need to be analysed from a cognitive point of view.
Palabras llave : definite integral; problems in context; semiotic representations.