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This article reports qualitative research, which had as subjects a group of students from a higher education course in Computer Science, with the proposal of solving an issue related to the nqueens problem, a generalization of the original problem, which consisted of having 8 queens on a chessboard, considering different positions, so that the pieces do not capture each other. The specific didactic sequence consisted of proposing a generalization whose application provides the number of diagonals to be considered for solving the problem on any n-by-n board, with n greater than 3. Based on the assumptions of Didactic Engineering, and having as main theoretical supports the Theory of Didactic Situations (TSD) and the work of Zazkis and Liljedahal on close and distant generalizations, the students developed an autonomous investigative trajectory, based on collaborations, to present acceptable solutions to the proposed problem. The results allow us to infer that the experience around solving mathematical problems is relevant as a learning resource in higher education Computer Science courses, considering a scenario of intensive use of digital technologies. [ABSTRACT FROM AUTHOR]

We are interested in finding teaching strategies that take advantage of the potential of dynamic geometry software (sgd), to promote in students the spontaneous use of deductive reasoning to justify affirmations. We consider that students can use deductive reasoning implicitly in solving problems and we are interested in studying the conditions that lead to conclusions from initial data using logical implications, although they do not make explicit reference to such implications. This implicit use depends on the degree of conviction acquired on the implications that we call Geometric Events (hg), and we propose that this degree of conviction can be built thanks to the experimentation with the dynamic geometry software. We explore the variables that affect the design of a sequence of activities from the Theory of Didactic Situations approach that seeks that students, through experimentation, identify Geometric Facts and become convinced of their apodictic character, and then use them in deductive reasoning. We propose the hypothesis that the fundamental situation that corresponds to the proof in the context of the geometric construction with dynamic geometry software, is a situation in which, from a written construction protocol, it is requested to predict if certain properties are met and maintained when dragging. [ABSTRACT FROM AUTHOR]

This article describes an investigation that occurred within a group of masters' degree students in Mathematics Education that studied the discipline "Methodology of Research" of the Program of Postgraduate Studies in Mathematical Education of PUC-SP. The strategy applied in the development of classes was created from a planning that predicted the use of active learning methodologies, hybrid teaching and that had, as a reference for the proposed activities, the Theory of Didactic Situations. The main objective was to create a context of discussions and a workspace with face-to-face and virtual interactions in order to provide elements for the students to begin their trajectories as researchers as well as to begin to write the respective dissertations, a movement classified by them as very difficult. The text details the collaborative interventions the students have built, the discussions held, the progress made, as well as details of the discipline structure that were created to encourage the intended education process. [ABSTRACT FROM AUTHOR]