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In the article we present the results of an experimental teaching aiming to answer the question: how effective is a didactic mediation of concepts on Riemann integral, using Geogebra software, articulated with usual practices, by students, based on their mobilized and available retrospective knowledge? The goal was to experiment a teaching and learning modes of the Riemann integral of real functions of a real variable, using Geogebra software as instrument, articulated with usual practices. The study was based in Anthropological Theory of the Didactic—TAD by Chevallard and theory of instrumentation by Rabardel. It was a qualitative study in the form of case study, having appealed to some aspects of didactic engineering: design and a priori analysis of tasks; a posteriori analysis and internal validation. The experiment showed that the blended computer and usual practices processes promote construction of knowledge by students to the Riemann integral.

Riemann Integral: Didactical Mediation with Geogebra Software Articulated with Usual Practices with 1st Year Graduate Students in Mathematics Teaching