Sequências e Progressões: Possibilidades de Contextualização na Escola

Abstract

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.