In this paper we fix the institutional reference meaning of variation and its measures in university books for the first university courses, using the six elements of meaning of the "ontologic-semiotic approach of mathematical cognition." The elements of meaning in books are identified. The deficiencies and possible difficulties that students can find, are considered. From the descriptive point of view, the complexity of topic variation and their measures is established. We conclude by pointing out the usefulness of the results.
- Prof Dev