Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
BEZERRA FILHO, Elizeu Odilon
 |
| Orientador(a): |
ESPÍNDOLA, Elisângela Bastos de Melo |
| Banca de defesa: |
PESSOA, Cristiane Azevêdo dos Santos,
MELO, Severino Barros de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Matemática (PROFMAT)
|
| Departamento: |
Departamento de Matemática
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8461
|
Resumo: |
This dissertation work was carried out in the Professional Master Program in National Network Mathematics - PROFMAT, UFRPE, Campus Recife (PE). In it we seek develop in a high school classroom a didactic sequence aimed at the teaching of Financial Mathematics and Financial Education from the theme Inflation. O work brings the relationship between Financial Mathematics (MF) and Financial Education (EF), and also makes considerations of these themes in curriculum guidelines such as the PCNS and the new BNCC. There is also a brief explanation about MF contents that were treated in the activities, besides presenting questions related to inflation that was the theme motivator of most activities.We use as theoretical and methodological support the Critical Mathematical Education conceptions defended by Ole Skovsmose, mainly to give meaning to the contents treated in the classroom. The didactic sequence was applied to students of the 3rd year of high school of a state school of Paraiba, being organized in five stages: 1. Inflation - causes and consequences; 2. Inflation in Brazil; 3. Inflation and the minimum wage; 4. Basic basket, minimum wage and inflation and 5. Evaluation. We believe that at the end of the didactic sequence significant improvements can be noted in the most of the students who participated in the activities learned. Understanding that in fact Financial Education can and should be explored in the classroom aiming at only the learning of mathematical knowledge but mainly contributing to the formation of a critical citizen who is able to use mathematics to understand situations in their social context, reflect and make decisions. |
