The Exponential Function Meaning on Mathematical Modeling Activities: A Semiotic Approach

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.