USO DA TECNOLOGIA DA INFORMÁTICA NO ENSINO SUPERIOR: UM ESTUDO DA APLICAÇÃO DA PLANILHA ELETRÔNICA EXCEL NA DISCIPLINA DE MATEMÁTICA FINANCEIRA
| Ano de defesa: | 2007 |
|---|---|
| Autor(a) principal: |
Stieler, Eugênio Carlos
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| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Franciscana
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| Programa de Pós-Graduação: |
Mestrado Profissionalizante em Ensino de Física e Matemática
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| Departamento: |
Ensino de Matemática
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| País: |
BR
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| Palavras-chave em Português: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/163 http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/405 |
Resumo: | The object of this study is to present results of an experiment in which the didactic engineering methodology was applied aiming at introducing the concept of simple and composed capitalization and simple discount with the use of the program Excel. Didactic engineering is a methodology adapted especially to observe classroom phenomena, composed basically of four steps: 1) a preliminary analysis, where considerations regarding the general educational theoretical chart are made, 2) an a priori analysis that allows the formulation of cognitive and didactic hypothesis, 3) the conception of an educational system that can execute them, the accomplishment and the observation of the didactic sequences constructed, 4) the a posteriori analysis, that is, a critical analysis of the production, in relation to the original problem. Current reality presents itself as a singular moment for the use of new teaching technologies. The study of theory, creation, application and analysis of didactic engineering, sustained rigorously by theory, will give us information about the knowledge acquired in what concerns the contents studied in financial mathematics, about the efficiency of the didactic sequence, aspects related to the use of the software chosen, thus generating indicators about possible advantages of the use of technology in teaching and possible disadvantages that are important to subside teachers in preparing ways to approach determined subjects. The experiment was made in a class of students from the eighth semester of the Mathematics course at UNIFRA in the second semester of 2006. The concepts of simple and compound capitalization and simple discount were introduced through problem situations using Excel. After the a posteriori analysis, it was observed that most of the students got to the definitions of the subjects proposed, and with the help of the electronic spreadsheet resolved all the activities proposed, that is, expressed correctly simple capitalization where interest always incises over seed capital, compound capitalization, where interest also incises over the accumulated interest on seed capital and understood that in discount the tax incises over the total amount. It was also observed that the students from the mathematics course are too attached to problems which results are simply numeric, presenting difficulties in generalizing and interpreting results of experiences. This experience illustrates an adequate way to use new technology in teaching financial mathematics. |