The Teaching of the Jacobsthal Sequence from the Perspective of the Theory of Didactic Situations and Didactic Engineering

Integrative Review

Abstract

The teaching of the recurrence sequence defined by Ernst Erich Jacobsthal proves to be viable for teaching when using the precepts defined by the Theory of Didactic Situations, verifying through observation in the application of the phases of the Didactic Engineering methodology, defined in scientific works analyzed using the Integrative Review methodology. The objective of this manuscript is to identify in the scientific literature aspects about the use of the Theory of Didactic Situations for teaching the Jacobsthal sequence from the perspective of Didactic Engineering. Thus, an integrative literature review was carried out between September 2021 and February 2022, using as descriptors: Theory of Didactic Situations, Didactic Engineering and Jacobsthal Sequence. With this, the PICO strategy was adopted, in which they relate: undergraduate student population; intervention in Jacobsthal's Sequence Teaching; Control does not apply and Outcome with the use of the Theory of Didactic Situations for teaching the Jacobsthal Sequence. As a result of the study in question, a discussion about the scientific knowledge present in the selected works that enables the teaching of the Jacobsthal Sequence using the aforementioned theory, together with the proposed research methodology, is delighted. It is concluded that the theoretical findings bring important aspects for the application of the phases of the Theory of Didactic Situations for teaching the Jacobsthal Sequence from the generalization of this sequence to applications and problem situations that can be contextualized and used in experimentation in the classroom.