期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2021
卷号：17
期号：12
DOI：10.29333/ejmste/11429
语种：English
出版社：Pamukkale Univ Dept Sci Education
摘要：This paper aims to characterise an indicator of the development of the number sequence schemeamong students at the level of Compulsory Secondary Education (14-16 years old students). Todo so, we use a scheme development proposed by the APOS theory to characterise students’ useof relations between mathematical elements when solving a mathematical task. We use aqualitative methodology and the data collection instruments are a written questionnaire and asemi-structured interview. In this work we show the questionnaire task that provides analyticalexpressions and ask students to determine which of them numbers sequences are. We find thatstudents’ use of logical implication when solving tasks related to number sequences is an indicatorof the development of the scheme. This indicator helps to locate the transition mechanismsbetween the levels of development of the number sequence scheme. Moreover, our researchshows that arithmetic and geometric progressions play a key role as an indicator of thedevelopment of the number sequence scheme.
关键词：number sequences;arithmetic and geometric progressions;APOS theory;scheme;compulsory secondary education
