Abstract
In teaching and learning Calculus are very important problems, indicated by the poor understanding concepts, the deficient hability of reasoning, the constant repitence of the calculus courses, and the scholar desertion. This article proposes to study the causes problem not only in the calculus itself, but also the transition algebra to calculus, because the lenguage, the reasoning, the logic, the signs meaning, make an epistemological rupture with the traditional scholar algebra treatment. Then it isn't pertinent supposse that there is a natural transition and a continuos development from the algebraic knowledge to the calculus domain, and focus on limit concept, learning epistemological obstacles of the calculus and lenguage, and begin to trascend that obstacles by the way ofepistemological pedagogic actions.
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