Objective:

This paper describes a study that analyzes the personal Mathematical Working Space of humanities students when mobilizing the concept of quadratic function to solve a modelling task. The experimental part of this research was carried out with students in their first semester of Humanities, during their mathematics class.

Methods:

For this study, we considered elements from the mathematical working space (WAT) theory, Blum and Borromeo’s modeling cycle, as well as aspects of didactic engineering, as theoretical and methodological basis.

Result:

The a priori and a posteriori task is presented in three phases. The article shows the development of a student named Augusto.

Conclusions:

Answers to the task posed to students showed the activation of the semiotic and instrumental genesis and the possible activation of the semiotic-instrumental plane in students’ personal MWS when they developed the task.

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