FORMATIVE EXPERIENCE OF UNDERGRADUATES: TEACHING-LEARNING OF ARITHMETIC AND GEOMETRIC PROGRESSION VIA PROBLEM SOLVING

Abstract

This article aims to present the understanding of proposals for Teaching-Learning of Arithmetic and Geometric Progressions via Problem Solving in a formative experience. Therefore, the individual proposals presented here were prepared by two students enrolled in the Supervised Curricular Internship III discipline, offered in the seventh semester of a degree course in Mathematics, at a public university, located in the northwest of the state of Paraná. The description of the data was based in two actions that are performed throughout the Teaching-Learning of Mathematics via Problem Solving (EAMvRP), namely: Choice of the problem and Articulation of the students' strategies to the content. The results revealed that the training activity focused on problem as a starting point for teaching and learning Arithmetic and Geometric Progressions, provided future teachers with the mobilization of knowledge linked to the identification of different strategies and possibilities of connection of students' solving to the contents.