Financial mathematics and teacher education: a systematic mapping

• Autor(a) principal: Loos, Rafael Henrique
• Data de Publicação: 2022
• Outros Autores: Comiotto, Tatiana, Dias, Lorena Silva de Andrade
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• DOI: 10.18675/1981-8106.v32.n.65.s15681
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/15681
• topic: Matemática Financeira; Formação Inicial de Professores; Formação Continuada de Professores; Mapeamento Sistemático; Financial Mathematics; Initial Teacher Training; Continuing Teacher Training; Systematic Mapping; Matemática Financiera; Formación Inicial de Profesores; Formación Continua de Profesores; Mapeo Sistemático

Due to everyday situations that refer to Financial Mathematics, a question that can be raised is how Mathematics teachers are prepared to work with such content in the classroom. Based on that, the systematic mapping presented in this article aims to identify how Financial Mathematics is approached in the teacher education process. As for the methodology, the research protocol proposed by Klock (2018) was chosen. Using the search strings “matemática financeira”, “formação de professores”, “financial mathematics” and “teacher education”, it was researched on the search engines Scielo, CAPES Journal Portal, Spell, Web of Science, JSTOR, Springer Link and Science Direct for peer-reviewed articles, published between 2010 and 2020, in Portuguese or English, related to education and appropriate to the research objective. Of 28 articles in Portuguese and 66 articles in English found, four were selected for analysis. From the results obtained, it was noticed an incentive to the teaching of Financial Mathematics that is contextualized, exploring the visualization of mathematical concepts and building formulas from different daily financial situations, preventing them from being disconnected from reality.