Historical-epistemological inheritances of school financial mathematical modeling

• Autor(a) principal: Sodré, Gleison de Jesus Marinho
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3022
• topic: Modelagem Matemática Financeira; Transposição Didática; Teoria Antropológica do Didático; Financial Mathematical Modeling; Didactic Transposition; Anthropological Theory of the Didactic; Modelado Matemático Financiero; Transposición Didáctica; Teoría Antropológica de lo Didáctico

This article aims to highlight the problematic of the didactic transposition on the financial mathematical modeling in schools from versions of this practice in historical-epistemological fragments of works of different temporalities. For this, we describe a trajectory on the path of these practices from works from different contexts of social production of interest calculation built for teaching in order to highlight the didactic transposition of this practice as a product of a specific mathematical modeling in the light of theoretical resources -methodological aspects of the anthropological theory of the didactic. The analyzed results include empirical fragments about the initial formation of teachers from problems about the mathematical model of financing in fixed installments. Furthermore, the results found from historical-epistemological fragments of the works considered in the trajectory confirm the hypothesis of the existence of a social practice of financial mathematical modeling that in many aspects is preserved in the school institution. These results showed possibilities for answering, even partially, issues of interest to the anthropological theory of the didactic, as well as stimulating future research on the social history of praxeologies for teaching.