The use of geogebra in the resolution and graphic interpretation of numerical sequences in na olympic context

Abstract

The COVID-19 pandemic caused a major change in the world's educational system and classes were no longer presential and now remote. In this context, it was necessary to resort to possible technological resources. Thus, the aim of this article was to present the GeoGebra software as a pedagogical resource for the graphical interpretation of arithmetic and geometric progressions. The research was carried out from an experiment with students from two high school classes subsidized by the Didactic Engineering Methodology, according to its four phases: preliminary analysis, a priori analysis, experimentation and a posteriori analysis and validation. There was a difficulty in understanding the basic concepts of sequences and operations related to mathematical calculations and that the mediation of the researcher teacher played a fundamental role in the development of the resolution of the Olympic Problem (OP). It was also found that the students approved the use of GeoGebra and that it contributed significantly to the understanding of the content. It was considered that the use of the software opens possibilities for a better interaction between the subjects, in addition to facilitating the geometric understanding of the content being worked on.