Mathematical Understanding Evidenced by Secondary School Students on Exponential and Logarithmic Functions
DOI:
https://doi.org/10.35763/aiem27.6430Keywords:
Mathematical understanding, Exponential function, Logarithmic function, Mathematical connections, Ontosemiotic approachAbstract
A framework of reference on levels of comprehension was refined based on the establishment of mathematical connections. To this end, the networking between the Ontosemiotic Approach to Knowledge and Mathematical Instruction and the Extended Theory of Mathematical Connections is used as a theoretical reference. This qualitative research is a case study in which the productions and responses to a questionnaire of three high school students were analyzed. The data were analyzed using ontosemiotic analysis. The results showed that the refined frame of reference allowed to assess the level of understanding of the students, who, through the establishment of connections, evidenced a different level of understanding concerning the exponential and logarithmic functions. The case studies did not show a high level of understanding; some reasons were due to the lack of time to socialize and deepen some characteristics of the functions during the sessions.
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Copyright (c) 2025 Karen Gisel Campo-Meneses, Javier García-García
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