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This article investigates interpretive signs used or produced by the teacher and by students of the 1st year of Secondary Education of Basic Education when developing a mathematical modeling activity with experimentation in the discipline of Chemistry. This is a qualitative research whose data were analyzed according to the guidelines of Content Analysis. In our investigation, we treat communication in the light of Peircean semiotics, as a production of interpreting signs to be interpreted. The semiotic look from the roles of interpreting signs allowed the survey of the categories intentions and objectives, ideas and experiences and the category means of treatment. Through the categories, it was possible to highlight communication in the classroom and how communication led students to learning. [ABSTRACT FROM AUTHOR]

In this paper we present the results of an investigation carried out in Higher Education mathematics classes, in which we evidenced students' actions when develop experimentation in mathematical modeling activities. Our analyzes are supported in the development of two activities by a group of five students in a discipline of Differential and Integral Calculus of the Degree in Chemistry at a Brazilian university. The qualitative analysis inspired by Research Design of the speeches, gestures and written reports of the students allowed us to highlight differences in actions when the theme is suggested by the teacher and when it is chosen by the students, as a way of "dealing" with phenomenon and concepts mathematicians in experimentation. [ABSTRACT FROM AUTHOR]