Articulation and change of senses assigned to representations of mathematical objects

This article documents the phenomenon related to the difficulties encountered by some students to articulate the senses assigned to different representations of a mathematical object obtained by semiotic transformations of treatment. It is presented a description and an analysis of the process of assigning senses achieved by students regarding specific tasks, where is required making such treatments between representations. This paper is situated in a semiotic context, and studies in general the relationship semiosis-noesis in the construction of mathematical knowledge by students from grades 9th and 11th of the secondary education (Colombia); this study, without being exhaustive, includes aspects of mathematical activity, communication of mathematical objects emerging and cognitive construction of mathematical objects.