Sequências e Progressões: Possibilidades de Contextualização na Escola

Our research aimed to suggest and propose approaches to teaching activities, or the construction of concepts, content, Sequences and Progressions, from the reflections we had on our practice in the discipline of Supervised IV, offered by the Federal University of Paraíba. For this, we established theoretically in Boyer (1974), Carvalho and Costa (1997) and Eves (1995). We conducted a qualitative research and concluded that our work with respect to suggest approaches to teaching the content of sequences and progressions, may stimulate further research in favor of the intervention and positive outcomes in terms of teaching-learning students. Thanks to our internship experience,we realize the importance of engaging the learner with the content and for that we are willing to search for alternative theoretical and methodological socialize with students. In our work we present a little history of progression, some historical artifacts that mention progressions, some recreational activities and activities that may have potential to become future interdisciplinary research.

Grantor

Matemática

Year dc:date.issued

2012

Author dc:creator

• Soares, Lúcio Roberto da Silva.

• Progressões matemáticas
• Sequências numéricas
• Ensino e aprendizagem da matemática
• Mathematical progressions
• Number Sequences
• Teaching and learning mathematics

Language dc:language.iso

pt

Repository record dc:identifier.uri

https://repositorio.ufpb.br/jspui/handle/123456789/44

OAI identifier oai:identifier

oai:repositorio.ufpb.br:123456789/44