Abstract

Mathematising is emphasized in school mathematics and is considered a core competency for preservice teachers as they prepare to instruct future students. To enhance their mathematising skills, preservice mathematics teachers must engage in meaningful mathematising experiences. One such experience involves transforming thephainomenon of the Fibonacci sequence into nooumenon through the processes of generalization and abstraction. In the present study, three novel identities and twelve corollaries related to the generalized Fibonacci sequence are presented, contributing to the mathematical foundation necessary for fostering mathematising abilities.