Abstract:

Sometimes learning the concept of succession/sequence requires mathematics’ teachers to look for didactic resources that contribute to a more meaningful learning of topics related to this concept. In Angola the 2nd cycle of Secondary teachers are faced daily with this reality in their teaching pratice and being a work within the scope of an internship of the 1st edition of the advanced scientific internships in Mathematics for teachers and researchers of higher education institutions of African Portuguese-speaking countries (PALOP), it makes sense to research this problem. In this context we propose Geometry as didactic resource to promote motivation and to help in the didactic transposition of the concept of succession/sequence. From Geometry elements (flat figures, such as rectangles, triangles, pentagons and octagons) we can contact various types of sequences (Fibonacci sequence, Lucas sequence, Pell sequence, Padovan sequence, among others) that will allow us, using contextualized tasks, to reach the formal definition of the concept of succession/sequence, as part of the Mathematics curriculum of the 2nd cycle of Secondary Education in Angola.

Keywords:

Numerical sequences, geometry, mathematics education.