The interpretant signs produced in mathematical modelling activities
DOI:
https://doi.org/10.14244/198271993504Keywords:
Mathematics education, Mathematical modeling, Peircean semiotics.Abstract
In this paper we investigate the interpretant signs production during mathematical modelling activities development. The theoretical framework is based on the relationship between mathematical modelling and some elements of the semiotics structured by Charles Sanders Peirce, more specifically in his interpretant theory. This theoretical framework is associated with an empirical research in which modelling activities are developed by students of a Degree in Mathematics in a differential and integral calculus subject. The analysis of the activities follows qualitative research directions and leads us to infer that the students produced different interpretant signs when they developed mathematical modelling activities. In the warm up activity development it was possible to identify immediate interpretant signs, while during the follow up activities the students produced dynamic interpretants and some final interpretants for the extreme function values. In general, the interpretant signs give evidence of how the derivative was being used by the students to decide on the existence of maximum or minimum values of a function obtained when they developed mathematical modeling activities.
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