Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Barroso, Dejair Frank
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| Orientador(a): |
Kistemann Jr, Marco Aurélio
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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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: |
Faculdade de Ciências Exatas e Tecnologia
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| País: |
Brasil
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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://repositorio.pucsp.br/jspui/handle/handle/32202
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Resumo: |
This research aimed to investigate the didactical characteristics found in sequences of activities approaching financial education contents that improve financial literacy of undergraduate students in Mathematics. Then the purpose was to answer the following research question: Which didactical characteristics can be identified in sequences of activities approaching financial education contents that improve financial literacy of undergraduate students in Mathematics? The methodology was based on Didactic Engineering according to Artigue (1995). The theoretical framework included Brousseau's Theory of Didactical Situations (1997) along with Skovsmose's Investigation Scenarios (2014) and Douady's Tool-Object Dialectic (1986) to investigate the influence of the didactical variables that were selected in response procedures of students in undergraduate programs in Mathematics in line with the proposal presented here to redefine financial literacy concept used by the Organization for Economic Co-operation and Development (OECD). Four financial education workshops were carried out whose sequence of activities addressed the following contexts: rates and socioeconomic indicators; the concept of simple and compound interest; finally, ethics and the Consumer Protection Code (CDC in Portuguese). Remote data collection was performed through the Google Meet platform due to the Covid-19 pandemic. Considering the group of students as research participants, we have observed that contexts addressing rates and socioeconomic indicators contribute to the construction of the environment in which the student faces contradictions, difficulties and imbalances. This knowledge comes from the student's adaptation and manifests through new answers, which represent evidence of learning. Introducing situations to analyze results and explain the logic of interest embedded in installments payment with cash purchase price are good questions to provide recontextualization of scientific knowledge. Fostering reflection on advertising, which tries to develop emotional persuasion in customers, or in case of omission of information and misleading advertising is a proper background to study the CDC and encourage the student to constitute knowledge based on questions and answers. Confrontation between a priori and a posteriori analysis showed that the choices of the didactical characteristics led undergraduate students in Mathematics to think about ways to link the contents of financial education in an effort to deal with the diversity of choices available at the consumer society. It also helped these future Math teachers in Basic Education to underscore the importance of building up teaching situations remarking didactical variables and their benefits for teaching and learning processes. Moreover it encouraged students as research participants to consider that the financial education field goes beyond a transversal theme and must not be exclusively restricted to Financial Mathematics teaching |
