Análise das dificuldades enfrentadas por alunos do ensino médio em interpretar e resolver problemas de matemática financeira

• Ano de defesa: 2016
• Autor(a) principal: Fonseca, Simone de Jesus da
• Orientador(a): Mateus, Marta Elid Amorim Mateus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Mestrado Profissional em Matemática
• País: Brasil
• Palavras-chave em Português: Matemática; Matemática financeira > Estudo e ensino; Matemática financeira > Problemas, questões, exercícios; Matemática (Ensino médio); Teoria dos erros; Matemática financeira; Resolução de problemas
• Palavras-chave em Inglês: Financial mathematics; Error analysis; Problem solving
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://ri.ufs.br/handle/riufs/6493

This research had the purpose to identify students' difficulties in the financial mathematics problem solving as well, analyze the mistakes made by them. The study involved 39 students of the 3rd year in high school of a state school at the Sergipano High Hinterland. The data collection included the application of two questionnaires with four questions each, both involving the same Financial Mathematics subjects. For the analysis of the first questionnaire was used Error Analysis (Cury 1994) and Movshovitz-Hadar, Zaslavsky and Inbar Model (1986, 1987) quoted by Cury (2007), in order to meet and categorize the types of errors made by the students in the resolution of issues. In the second questionnaire, consisted of problems, we used the qualitative analysis and the phases considered by Polya (1995) to solve problems. From this perspective, we tried to identify the stage that presents itself as the most difficulties of students in problem solving. In the analysis of the first questionnaire, we detected that the biggest difficulty faced is related to technical errors, errors involving calculations and algebraic manipulations. This showed us how the deficit in the operations reflects in the learning of other mathematical content. The second questionnaire proved our mistrust that the greatest difficulty faced by students in problem solving is in the interpretation of the statements.