Visualizing the Newtons Fractal from the Recurring Linear Sequence with Google Colab: An Example of Brazil X Portugal Research

Autor/inn/en	Alves, Francisco Regis Vieira; Vieira, Renata Passos Machado; Catarino, Paula Maria Machado Cruz
Titel	Visualizing the Newtons Fractal from the Recurring Linear Sequence with Google Colab: An Example of Brazil X Portugal Research
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Educational Technology; Technology Uses in Education; Geometric Concepts; Numbers; Mathematics Education; Teaching Methods; Equations (Mathematics); Foreign Countries; Mathematics Teachers; Visualization; Brazil; Portugal + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementare Geometrie; Zahlenraum; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Equations; Mathematics; Gleichungslehre; Ausland; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Visualisation; Visualisierung; Brasilien
Abstract	In this work, recurrent and linear sequences are studied, exploring the teaching of these numbers with the aid of a computational resource, known as Google Colab. Initially, a brief historical exploration inherent to these sequences is carried out, as well as the construction of the characteristic equation of each one. Thus, their respective roots will be investigated and analyzed, through fractal theory based on Newton's method. For that, Google Colab is used as a technological tool, collaborating to teach Fibonacci, Lucas, Mersenne, Oresme, Jacobsthal, Pell, Leonardo, Padovan, Perrin and Narayana sequences in Brazil and Portugal. It is also possible to notice the similarity of some of these sequences, in addition to relating them with some figures present and their corresponding visualization. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01