The Teaching-Learning-Evaluation of Geometric progression through problem-solving in the Math under graduation

This article is sample of a dissertation that sought to investigate contributions, as a case study, in Teaching and Learning of geometric progression provided by the Teaching-Learning-Evaluation of Mathematics through Problem Solving in higher education. It had as its research subjects Mathematics undergraduate students from Universidade Federal de Santa Maria enrolled in the Problem solving class. Data collection was undertaken within seven meetings, during a month, in which each student sought to address a particular concept of Geometric progression. As data collection tools were used: questionnaires, field journals, audio recordings and the resolution sheets of the students’ records. In general, this methodology allowed for an efficient learning by the Math undergraduates, in which they have noticed that not always it is needed to memorize formulas and theorems during the construction of mathematical concepts and contents.