Números Metálicos e o Tabuleiro Digital: Uma experiência didática com o GeoGebra

Abstract

The teaching of sequences in initial teacher education is often restricted to the Fibonacci sequence, frequently presented due to its historical origin or associated with classic figures in mathematics, which can generate conceptual gaps in teacher education. Thus, this empirical study proposes a didactic sequence on metallic numbers, starting with the Fibonacci sequence and using a GeoGebra digital board, based on Guy Brousseau's theory of didactic situations. The research was developed according to didactic engineering, including preliminary analyses, conception and a priori analysis, experimentation and a posteriori analysis, and validation. The intervention was conducted with the assistance of two teachers from the state education network. The results indicate that the proposal favors the transition from digital manipulation to algebraic formalization of sequences, promoting autonomous knowledge construction and articulation between geometric and algebraic representations.