Phenomenon of congruence and non-congruence about the Exponential Function in the Teacher’s notebook of the State of São Paulo

Abstract

This article is the result of a study whose objective was to analyze how the mobilization and coordination of different records of semiotic representation of the exponential function are proposed in the supporting material of the São Paulo State Curriculum, the Teacher's Notebook. The theoretical assumptions are based on Raymond Duval's Theory of Semiotic Representation Records, which discusses the importance of various semiotic representations in mathematical learning. The information for the analysis was displayed in tables highlighting the records of representation of departure and records of representation of arrival for the study of transformations according to the theory of Raymond Duval. The development of this qualitative research of the bibliographic type pointed to the mobilization, manipulation and coordination of semiotic representations of the exponential function found in the said didactic material, which enabled the understanding of the mathematical object, through different representations, providing the teacher with situations that make feasible the learning of their students.