Uma análise de livros didáticos do ensino médio no ensino de matemática financeira
All people are involved with some sort of financial transaction. It is with bank accounts or simple payments of some installment at any store. For these transactions to be fulfilled correctly, people need to be aware of interest rates, financing and banking applications. In this context, the content...
| Autor principal: | Barreto, Miria Becker Prestes |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/15845 |
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| Resumo: |
All people are involved with some sort of financial transaction. It is with bank accounts or simple payments of some installment at any store. For these transactions to be fulfilled correctly, people need to be aware of interest rates, financing and banking applications. In this context, the content of Financial Mathematics needs to be better explored in the classroom because, in most public schools, it is left to be taught in the fourth quarter. This situation of lack of knowledge should not occur, because according to the National Education and Guidelines Law number 9394 of 1996, the teaching of Financial Mathematics must occur in all stages of Basic Education, since its importance in the life of the citizen is unquestionable. So, if on the one hand, the legislation predicts for the teaching of Financial Mathematics, on the other, people know less and less about it. In order to find some answers to this problem, we propose to answer the following question: how is Financial Mathematics taught in High School textbooks? To answer this question, we aim to verify how textbooks bring the teaching of Financial Mathematics in High School. To achieve this goal, it is necessary to analyze textbooks, investigate the mathematical contents that are present in the books and the laws, to reflect if the contents are being approached with daily situations, if there are uses of the mathematical teaching trends, besides comparing if the textbooks investigated are in accordance with what the State Curriculum Guidelines (DCE) and the National Textbook Plan (PNLD) say they should have. The methodology applied to this work is qualitative (BICUDO, 2004), so a documental bibliographic review (GIL, 2002) was carried out in books and official teaching documents. Finally, two analyzes were carried out based on the categories of analysis of Santos (2012) always compared with the State Curriculum Guidelines (DCE) and the PNLD. We can highlight through the analysis of these books that this content is contextualized with everyday situations, however, some changes related to the methodology can be realized. |
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