O ensino de progressões aritméticas usando metodologias distintas / The teaching of arithmetic progressions using different methodologies
This experience report presents two classes on arithmetic progressions, one using traditional methodology and the other using differentiated methodology. In the traditional methodology, the teacher seeks to be the holder of knowledge, while in the differentiated methodology, the teacher is the advis...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Instituto Superior de Educação Vera Cruz (VeraCruz) |
| Repositorio: | Revista Veras |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.ojs.brazilianjournals.com.br:article/15130 |
| Acceso en línea: | https://ojs.brazilianjournals.com.br/ojs/index.php/BRJD/article/view/15130 |
| Access Level: | acceso abierto |
| Palabra clave: | Metodologia tradicional Metodologia diferenciada Progressão aritmética. |
| Sumario: | This experience report presents two classes on arithmetic progressions, one using traditional methodology and the other using differentiated methodology. In the traditional methodology, the teacher seeks to be the holder of knowledge, while in the differentiated methodology, the teacher is the advisor, responsible for making the student reflect and thus acquire the expected knowledge. The first class reported here followed the traditional method, while in the different class the students used manipulable materials, using PET bottle caps to build the triangular figured numbers. It was found that in both classes the students were participative and managed to arrive at of the general term, however when using the differentiated methodology it was found that all students able to deduce the desired formula. |
|---|