The paper reports findings that are included in the Program of the Variational Thought and Language. It presents ways to think that the students put in play at the moment of to undertake the study of the variation. These evidences are obtained as a part of the results of a research in process, which undertakes the question of the routine representations of variation and mathematical representations that favor or obstruct the learning tending toward the formation of a variational thought in the students. In the first part a way to collect texts of the students is presented – the binnacles of reflection – and another to analyze those speeches – metaphors identification. Next a visual episteme of variation is described; representations of the time; and, a didactic metaphor for the inverse.
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