Global and Ontosemiotic Meanings of Mathematical Practices

Abstract

This article discusses aspects of the formation of didactic-mathematical skills and knowledge of students on a Mathematics Degree course based on the development and analysis of an activity that involved a question from the National High School Examination focusing on a linear function. The investigation, of which the activity is part, was inserted in a qualitative perspective and took as theoretical support the Ontosemiotic Approach with regard to the training of Mathematics teachers. Results lead to the understanding that it is important to have reflective and problematizing training, enabling future teachers to be teacher-researchers. With regard to the development of competence and didactic-mathematical knowledge, there is a commitment on the part of academics to develop resolutions based on didactic principles necessary for pedagogical mediation suitable for high school students.