Matemática financeira no ensino fundamental: desafios e possibilidades no ensino remoto

Abstract

Remote education points to basic education, especially to the discipline of mathematics, a reshaping of pedagogical thoughts and practices that involve the teaching and learning process. The objective of this work is to analyze the challenges and possibilities of teaching financial mathematics in elementary school. For this, qualitative research was used, such as bibliographic research, based on a theoretical foundation on the contextualization of the teaching of financial mathematics in elementary school, based on the guidelines present in the most important national educational documents; and the quantitative, through field research, from the application of closed questionnaires to teachers of mathematics in the final grades of elementary school about the main challenges and possibilities seen in the approach of financial mathematics in this stage of basic education. With this, the present research is classified as exploratory in the sense of enabling a closer relationship between researcher and problem, by involving as bibliographic survey procedures and interviews with people experienced in the researched problem. After the application of these methods, it was found that the main guiding documents of basic education, such as the National Curriculum Parameters and the National Common Curricular Base, guide a practical and significant approach to financial mathematics in the sense that the student understands the problem situations that involve the basics of finance and solve them in the light of what you live in your daily life. In addition, in the field research, it was found that the teachers, for the most part, consider the approach of financial mathematics in elementary education very important and that they have both the National Curriculum Parameters and the Common National Curricular Base as supports for the planning your classes on this topic. It was also found that the lack of understanding of the factors that caused the fluctuations in the economic context is the main reflection of the lack of a more significant approach to financial mathematics in schools. Furthermore, it was found that the difficulty of approaching this subject in a practical way in the classroom is still a challenge to be overcome by the majority of the interviewed teachers and that the interrelationship between content, problem-situation, daily life and technology points to a possibility of innovation in the didactic treatment of financial mathematics in schools. Finally, it was concluded that within the context of remote education, as distance education has brought significant social barriers to education, such as difficulties in accessing content and in reaching learning, it has provided possibilities to make practices more practical. didactic approaches on the teaching of financial mathematics, while updating speeches and teaching practices related to the teaching and learning process.