Detalhes bibliográficos
| Ano de defesa: |
2004 |
| Autor(a) principal: |
Nascimento, Pedro Lopes do
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| Orientador(a): |
Pires, Celia Maria Carolino |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
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| Departamento: |
Educação
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/18475
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Resumo: |
The theme of this research THE STUDENT S EDUCATION AND THE HIGH SCHOOL TEACHER S VISION OF MATHEMATICAL FINANCE has been motivated by the reflection of what students know and what high school teachers think about Mathematical Finance at this stage of the learning process. This approach is auspicious and relevant considering it associates the pragmatical dimension, a Mathematical Finance utility, to the aspects of context, transversality, interdisciplinarity and citizenship, which are emphasized by the guidelines in the curriculum projects, specially by the Brazilian National Curriculum Parameters for the Elementary, Middle and High School (Parâmetros Curriculares Nacionais do Ensino Fundamental e do Ensino Médio). In this investigation, we studied different official documents related to the teaching of Mathematics, we analyzed a few classroom books, we gathered data in order to identify the basic knowledge of graduate students and those still in high school, we collected opinions from public school teachers about the pertinence of a work with themes connected to Mathematical Finance, and analyzed reports of teachers participating of the 2002 Continuous Education Program developed by the Catholic University of São Paulo, associated with the Ministry of Education in the state of São Paulo. The results support our hypotheses that Mathematical Finance provides knowledge which surrounds every human activity, such as those related to work, shopping and finance. However, we also determined that there is a gap between what is intended and what is actually done, once high school programs still offer contents which give the youth non proper space for the development and total practice of their citizenship, dealing with knowledge that are not applicable to everyday situations. This still applied propaedeutic form, which prepares the student only for continuing their studies, privileges a minority of students about 30% -, according to the 1998 School Census. Based on these evidences, which point out to the importance of a curriculum with cultural approach, this research proposes, at last, the inclusion of Mathematical Finance in the roll of the subjects taught in High School |
