Abstract
This paper concerns the analysis of a didactic engineering, the aim of which is to introduce Calculus, at secondary-school level, through the relationship between global and local points of view. It was designed for a graphic–symbolic calculator environment and structured in accordance with a learning trajectory from identifying the graphical phenomenon of local linearity to its mathematical formulation. This learning trajectory involves the reconstruction of the relationship with the tangent line to a curve at a chosen point. The analysis shows the use of different semiotic systems in order to grasp this phenomenon and construct its mathematical meaning.
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