O Ensino da Matemática Financeira como Possibilidade de Refletir sobre Educação Financeira via Resolução de Problemas

Detalhes bibliográficos
Ano de defesa: 2020
Autor(a) principal: Marconato, Eliane do Carmo lattes
Orientador(a): Ferreira, Carlos Roberto lattes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Estadual do Centro-Oeste
Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
Departamento: Unicentro::Departamento de Biologia
Unicentro::Departamento de Matemática
Unicentro::Departamento de Química
Unicentro::Departamento de Física
Unicentro::Departamento de Ciências Agrárias e Ambientais
Unicentro::Departamento de Ciências Exatas e de Tecnologia
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1457
Resumo: One of the deficiencies perceived both in school education and in the family environment is in Financial Education and the lack of basic knowledge of Financial Mathematics, which lead many families to make wrong decisions in relation to finance, generating problems that negatively impact the quality of life of students and their families. Thus, the theme of this study is Financial Education and the teaching of Financial Mathematics, which aims to answer the following question: What impacts can be favored in the education of the student when Financial Education is aimed at from concepts of Financial Mathematics in association with the Problem solving? The main objective of this study is to analyze the reflections produced by students when submitted to the educational context fostered by Financial Education, combined with Financial Mathematics and Problem Solving. The theoretical framework that supported this study was Financial Education, Cerbasi (2019), Kiyosaki (2017), Carrilho (2012), Melo (2016), Auebe (2013), Hill (2009), Vieira (2015) and Eker (2006) ) and the Problem Resolution Methodology in Onuchic (2011). The collected data were analyzed following the steps proposed by Bogdan and Biklen (1994), an inductive analysis and the triangulation between the collected data, the theoretical framework and the researcher's analysis. From the data, five categories emerged that impact on student education: self-knowledge, financial planning, creation of healthy habits, family dialogue and the learning of financial concepts.