Mathematical Connections in Teaching Higher Order Arithmetic Progressions

Abstract This article presents partial results of a research based on a Potentially Meaningful Teaching Unit of higher order arithmetic progressions, with students finishing a Licentiate's Degree in Mathematics. Through mathematical connections, especially those inherent to mathematics itself, the aim is to investigate the connections established by students between patterns, regularities and numerical sequences as a tool for the acquisition of knowledge in a meaningful way. This is a qualitative research, with a content analysis approach, whose data were obtained by remote classes, in synchronous moments. The results presented show that there were, on the part of the students, reflections on the previous knowledge of each one, as well as the revelation of the understanding of the mathematical interconnection as a guiding principle for teaching practice.