ANALYSIS OF POSSIBLE ARITHMETIC PROGRESSION PROBLEMS IN NEW HIGH SCHOOL TEXTBOOKS: A VIEW VIA PROBLEM SOLVING

• Autor(a) principal: Lazarini, Laís Vitória
• Data de Publicação: 2023
• Outros Autores: Luiz Otavio Rodrigues Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Vitruvian Cogitationes
• Texto Completo: https://periodicos.uem.br/ojs/index.php/revisvitruscogitationes/article/view/69809
• topic: Mathematics Situation; Teaching; Problem as a starting point; Situación de Matemáticas; Enseñanza; Problema como punto de partida; Situação de Matemática; Ensino; Problema como ponto de partida

The objective of this study is to seek and analyze Mathematics situations, which can become problems, present in New High School textbooks, which allow working on the Progression content Arithmetic. To this end, we used documentary research to search for and select textbooks. Thus, these books were qualitatively analyzed in their units that deal with Arithmetic Progression. In total, four situations were found in the introduction of the content. However, only two were eligible as possible problems. These were discussed in light of the literature and presented to be worked on as a starting point. Our results reveal that to work with Arithmetic Progression through Problem Solving, prior knowledge of sequence and functions may be necessary. The problems we considered had the characteristic of being contextualized. In this way, the textbook is a valuable material that can help teachers who want to work with Problem Solving.