ARITHMETIC AND GEOMETRIC PROGRESSIONS
a study on Problem Design and Mathematical Knowledge for Teaching
DOI:
https://doi.org/10.23925/2358-4122.2021v8i2p117-137Keywords:
Mathematics teaching, Problem Design, Initial Teacher TrainingAbstract
This article presents partial results of a research carried out with students of a Mathematics Degree course, with the objective of investigating the contributions of Design or Problems and the Problem Solving methodology for the construction of mathematical knowledge for teaching content of Arithmetic and Geometric Progressions. Ten research questions about the content were proposed to the research participants and applied remotely. The data were obtained through written responses to the activities carried out by the students and recordings of the conversations carried out by means of video conferences. It was concluded that although the undergraduate students present good results with regard to the Problem Solving methodology, they are unfamiliar with the reformulation or redesign of problems, because in their answers there were few changes in the proposed statements. In relation to the construction of mathematical knowledge for teaching related to Arithmetic and Geometric Progressions, it was found that there is evidence of the construction of such knowledge by the undergraduates, although most resolutions are still based on application of formulas.
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