Abstract
Semiotic functions are theoretical and methodological tools used by the Ontosemiotic Approach of Cognition and Mathematics Instruction (OSA) to study the construction of meanings of mathematical objects. In this paper, through some examples, the use of such functions is described for dealing different problems in university students learning. From the background and the stated examples, it can be seen that these tools have potential for the diagnosis and treatment of many kinds of errors associated with mathematical practices. Semiotic functions allow: visualization of the level of complexity of a particular mathematical practice; accurately assessment of the student mathematical practice for meaning discrepancies, and promotion of the redesign of teaching sequences, bearing in mind the complexities and conflicts detected. It is also outlined the steps of successive refinements for defining appropriate semiotic functions for the analysis of a particular problem. Thus, a systematization of this process is shown, which enables its application in other researches related to the study of meanings.
Keywords:
Semiotic functions; Meaning; Methodological tool; Ontosemiotic Approach
