Ensino de sequências numéricas à luz da RME: uma proposta que envolve contexto realístico e planilhas eletrônicas

Abstract

This research in its development elaborated, applied and analyzed tasks with realistic contexts and that use electronic spreadsheets as a technological resource for the teaching and learning process of numerical sequences. The tasks were applied to students enrolled in the 1st grade of high school. The research is based on the principles of Realistic Mathematics Education, on mathematical experimentation and on thinking-with-technology. This is a qualitative research with an interpretative nature in which two iteration cycles of the Development Research (Design Research) were used for preparation, teaching experience and retrospective analysis. Two of the tasks were described and analyzed from excerpts of dialogues and students' productions, evidencing a classroom organization in which students assume the role of protagonist and the teacher assumes the position of the one who guides and guides the learning process that happens from dealing with contextualized tasks. Electronic spreadsheets proved to be a suitable resource for teaching and learning in a realistic context of tasks. The final version of the process resulted in five mathematical tasks, all of which work with the concept of numerical sequence, with different objectives and contents.