The concept of exponential function in the context of Vergnaud Theory

Abstract

In order to teach exponential functions as well as to study the process of conceptualization through Vergnaud Theory of Conceptual Fields, a didactic sequence was designed. The sequence was tested with four groups of students [between 15-16 years old] of a secondary school. The analysis suggested the existence of an escalation in the conceptualization of the exponential function linked to representational systems, ranging from linear schemes, to exponential. However, this escalation did not occur in all representational systems at the very same time.