Abstract
This article reports the results of the first session of a sequence applied to High School students of the Grade 10 . This teaching sequence is part of a survey that aimed to check whether it is possible to give conditions for students to generalize terms of an Arithmetic Progression, and if so, whether this generalization allows these students to build a formula for the general term. The article presents theories that supported their research and the methodology used to develop, implement and analyze the didactic sequence. The results revealed that session some students managed to build a framework for generalizing the terms of an arithmetic progression, which indicates that students can generalize the terms of this type of sequence and this generalization can be used to bring them to construct a formula for general term.
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