Didactic Engineering (DE) and Professional Didactics (PD): A Proposal for Historical Eesearch in Brazil on Recurring Number Sequences

IF 0.3 Q4 MATHEMATICS

Mathematics Enthusiast Pub Date : 2022-01-01 DOI:10.54870/1551-3440.1551

Francisco Régis Vieira Alves

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引用次数: 1

Abstract

The present work presents some examples of data originated from a set of investigations developed in Brazil, at the Federal Institute of Education, Science and Technology of the State of Ceará IFCE, in the context of teacher education, and the consideration of elements of a historical, mathematical, and evolutionary nature. Thus, from a perspective of theoretical complementarity involving the research elements derived from the notion of the didactic engineering for development and some assumptions of the French aspect of the professional didactics, two sets of data are discussed. The first set involved research carried out between 2017 and 2020. The second set considered involved studies still under development in Brazil, considering the period of 2020 2023. The historical landscape of investigation rests on considering the recurring number sequences of Fibonacci, Lucas, Pell, Jacobsthal, Coordonier or Padovan, Perrin, Mersenne, Oresme, Naraynna, and Leonardo. Furthermore, in a broad sense, the study aims to provide a learning scenario for the teacher, affected by a perspective of mathematical knowledge evolution, including the repercussions and applications with current technology.

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教学工程（DE）和专业教学（PD）——对巴西历史上递归数列研究的一个建议

本工作介绍了一些数据的例子，这些数据来源于巴西塞阿拉州联邦教育、科学和技术研究所在教师教育背景下进行的一系列调查，以及对历史、数学和进化因素的考虑。因此，从理论互补的角度出发，讨论了两组数据，这两组数据涉及从教学工程促进发展的概念中得出的研究元素和专业教学法的法国方面的一些假设。第一组涉及2017年至2020年间进行的研究。考虑到2020年至2023年期间，第二组研究涉及巴西仍在进行中的研究。调查的历史景观建立在考虑斐波那契、卢卡斯、佩尔、雅各布斯塔尔、库多尼尔或帕多万、佩林、默森、奥雷斯梅、纳雷纳和莱昂纳多的重复数字序列的基础上。此外，从广义上讲，该研究旨在为教师提供一个受数学知识进化视角影响的学习场景，包括当前技术的影响和应用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Mathematics Enthusiast MATHEMATICS-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal exists as an independent entity. The electronic version is hosted by the Department of Mathematical Sciences- University of Montana. The journal is NOT affiliated to nor subsidized by any professional organizations but supports PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals’ publication ethics guidelines. Authors do not need to be affiliated with the University of Montana in order to publish in this journal. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers.