Progressão aritmética e progressão geométrica: uma sequência didática baseada na geometria fractal

Abstract

This final project aims to assist elementary school teachers with an unconventional teaching method, fostering the interest of high school students from a public institution in the state of Bahia in arithmetic and geometric progressions from a teaching method based on the perspective of Fractal Geometry. The methodological design was outlined through a pedagogical sequence structured in terms of the historical, epistemological and challenging elements that justify the reason for these mathematical objects, both progressions and fractal geometry. In the experimental part, it was observed that the students absorbed the subject without the conventional method of memorizing formulas, thus making learning challenging and interesting, extracting the purest essence of the subject.