Claudio Gaete-Peralta, Jaime Huincahue, Jaime Mena Lorca

Proceedings of the 16th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2022, pp. 82-86 (2022); https://doi.org/10.54808/IMSCI2022.01.82

Claudio Gaete-Peralta
Centro de Investigación en Educación / Departamento de Matemáticas y Ciencias de la Ingeniería, Universidad Bernardo O´Higgins, Santiago, Chile

Jaime Huincahue
Centro de Investigación de Estudios Avanzados del Maule, Universidad Católica del Maule, Talca, Chile

Jaime Mena Lorca
Instituto de Matemáticas, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile

Cite this paper as:
Gaete-Peralta, C., Huincahue, J., Mena Lorca, J. (2022). Exclusion in the Teaching of the Lebesgue Integral From the Socio-Epistemological Theory. In N. Callaos, J. Horne, B. Sánchez, M. Savoie (Eds.), Proceedings of the 16th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2022, pp. 82-86. International Institute of Informatics and Cybernetics. https://doi.org/10.54808/IMSCI2022.01.82

The objective of this research was to identify, characterize and exemplify the phenomenon of exclusion caused by the School Mathematical Discourse regarding the teaching of the Lebesgue integral, based on the use of a model of exclusion from the socio-epistemological theory. In order to respond to the stated objective, a qualitative methodology was used, consisting of a documentary analysis of texts on measure theory aimed at teaching the concept of the Lebesgue integral and Lebesgue's mathematical work called Intégrale, Longueur, Aire. As a result of the research, the components of the Exclusion Model and the symbolic violence that this discourse exerts in the teaching of Lebesgue integral, through the imposition of certain meanings, procedures and arguments, became evident. Among the conclusions, it is expected that the results of this research will provide theoretical references to contribute to the redesign of the teaching of this integral, with the purpose of including the actors of the didactic system in the social construction of mathematical knowledge associated with the Lebesgue integral.