
The socioepistemological studies have created categories of mathematical knowledge in higher level education. In this article we discuss how these categories are evidence of the production of institutional knowledge, situation which offers frames of reference to make of mathematics a functional knowledge as a didactic result. We take as an example Integral Calculus (IC) from which we study its purpose in the school mathematical discourse where it acquires a redefinition as it debates between its functions and forms as it goes through the school experience. In this sense, that which is institutional, in this investigation, will be what makes IC develop and be accepted as a social material product which we have to teach and learn.
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