Abstract
In this article we present a reflection on the meaning attribution to the mathematical object exponential function that emerges from two mathematical modelling activities. The analysis we present are based on the theoretical assumptions of mathematical modelling and Peirce's semiotics. We analyze the interpretant signs produced by a student in two activities developed in two different educational contexts: a undergraduate degree in Mathematics course and a post-graduation course in Mathematics Education. The analysis indicates that the meaning of the mathematical object and the systems of practices and contexts of use are nested. The interpretant signs in each situation correspond to the interpretive effect that a sign produces in the interpreter's mind. The meaning attribution seems to be aligned with the pragmatism characterized by Peirce in semiotics. The meaning for the exponential function is justified by its use in practical situations that enable the production of specific interpretants signs in each situation.
Highlights
In this article we present a reflection about the meaning attribution to the mathematical object exponential function that emerges from two mathematical modeling activities
In dealing with the analysis of signs we base ourselves on the semiotic theory of Charles Sanders Peirce, on his constructions and arguments about the signs that are created in the minds of students - the interpretants - and the inferences regarding the attribution of meaning, from these signs, to the object
In general terms, is addressed in this text, concerns the search for evidence of the attribution of meaning to the mathematical object exponential function that emerges in the development of two mathematical modeling activities
Summary
The Exponential Function Meaning in Mathematical Modeling Activities: A Semiotic Approach. Werle de Almeida Universidade Estadual de Londrina (Received: 25 May 2017; Accepted: 24 June 2018;Published: 24 June 2018)
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