Fractais : uma ferramenta no ensino médio

Abstract

This work presents a proposal of analysis of the fractal geometry associated to the concepts of progressions and representation of the notion of function, specifically in the application of knowledge obtained in learning in the classroom. The proposal was constructed from a sequence of three activities, which was applied in a second year high school class of a state public school. We seek to investigate whether students working in activities based on fractal geometry, specifically the Sierpinski Triangle, seek to investigate patterns and mathematical writing based on arithmetic and geometric progression knowledge and on the concept of functions.