Characterizing meaning processes of mathematical symbols on university students

Abstract

Mathematical symbols are not usually considered objects of teaching at university level, although they are essential for mathematical work. Results of the research work focused on the process of the construction of meaning of some mathematical symbols on university students are presented. Tools and constructs of the Ontosemiotic Approach of Knowledge and Mathematical Instruction (OSA) were used to identify the mathematical practices involved in the process of construction of meaning. Semiotic functions linked to these practices were also recognized. Mathematical practices and semiotic functions guided both the design of a specific instrument and the analysis of collected data. The instrument was administered to freshmen of some courses of the Universidad Nacional Mar del Plata, Argentina. The analysis of those students` written productions was the starting point to do research and find out a sequence of the above stated practices. The results obtained could be used as a guide for designing new tasks or managing the class in which the construction of meaning of mathematical symbols is promoted, so that they can become objects of teaching.