Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Assis, Marco Rodrigo da Silva
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| Orientador(a): |
Coutinho, Cileda de Queiroz e Silva |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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://tede2.pucsp.br/handle/handle/22872
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Resumo: |
Currently, in Brazil, the movement and initiatives for the insertion of Financial Education in Basic Education is growing. Thus, the need arises to be investigated the various factors that influence the decision making of the teacher on this subject during the development of his / her classes. Among the many factors recognized by the scientific community in mathematics education are the beliefs of teachers and future mathematics teacher. Thus, this research seeks to conduct a study on the possible beliefs of some future mathematics teachers on the Financial Education subject. For this, we used a questionnaire whose answers were given through an attitudinal scale and its justification. This was answered by sixty students of Mathematics Degree courses from two institutions in the city of Guarulhos, one belonging to the private school system and the other to the federal public school system. As methodology for data analysis, we used Implicative Statistical Analysis (ASI), with the aid of Hierarchical, Implicative and Cohesive Classification (CHIC) software, which provided graphs of implication of the relationships between the observed variables. Complementarily, the lexical analysis was used to analyze the textual material coming from the questionnaire, using the word clouds as representation. These were made using the Nvivo®12 software. The analysis allowed us to infer the total of eleven beliefs of future mathematics teachers. These were, whenever possible, categorized using the theoretical framework, more precisely adopting the definition and categories of beliefs proposed by Jeppe Skott. It is understood that, in this way, the results obtained made it possible to advance the discussion on the Financial Education theme focusing on the factors that influence the actions and decisions taken by the teacher during the classes, whose subject is Financial Education |
