Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/1980-4415v35n70a02 http://hdl.handle.net/11449/233398 |
Resumo: | The objective of this study was to identify and analyze didactic activities developed in High School which may involve decision making in economic-financial situations related to uniform periodic series. Perspectives related to Financial Education, School Financial Education, and Critical Mathematical Education provided theoretical support for the study. As this is a qualitative research in which a bibliographic survey was carried out based on Capes' Theses and Dissertations Catalog, data production also considered the principles of content analysis. Through this platform it was possible to identify 333 master's or doctorate productions, using the keyword Financial Education. After data were restricted, we selected six didactic research activities carried out in the professional modality and which developed these issues with high school students. For the analysis of activities, three descriptors were systematized, based on the studies by Muniz (2016) and Rocha (2017): Context Interpretation (D1), Decision Making (D2), and Argument in Decision Making (D3). For the activities considered, it can be highlighted that the research allowed its participants to reflect on everyday situations (identification of D1 in five activities), but the issues did not admit decision making based on the three arguments considered: Sociocultural (SC), economic-financial (EF), and behavioral (C). Therefore, it is proposed that the study of geometric progressions, strongly related to uniform periodic series, be conducted based on Financial Education and Critical Mathematical Education, still in High School. |
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Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics educationEducação Financeira no Ensino Médio: Uma análise de atividades didáticas relacionadas a séries periódicas uniformes sob o ponto de vista da Educação Matemática CríticaBibliographic SurveyCritical Mathematics EducationDecision MakingFinancial EducationGeometric ProgressionThe objective of this study was to identify and analyze didactic activities developed in High School which may involve decision making in economic-financial situations related to uniform periodic series. Perspectives related to Financial Education, School Financial Education, and Critical Mathematical Education provided theoretical support for the study. As this is a qualitative research in which a bibliographic survey was carried out based on Capes' Theses and Dissertations Catalog, data production also considered the principles of content analysis. Through this platform it was possible to identify 333 master's or doctorate productions, using the keyword Financial Education. After data were restricted, we selected six didactic research activities carried out in the professional modality and which developed these issues with high school students. For the analysis of activities, three descriptors were systematized, based on the studies by Muniz (2016) and Rocha (2017): Context Interpretation (D1), Decision Making (D2), and Argument in Decision Making (D3). For the activities considered, it can be highlighted that the research allowed its participants to reflect on everyday situations (identification of D1 in five activities), but the issues did not admit decision making based on the three arguments considered: Sociocultural (SC), economic-financial (EF), and behavioral (C). Therefore, it is proposed that the study of geometric progressions, strongly related to uniform periodic series, be conducted based on Financial Education and Critical Mathematical Education, still in High School.pela Universidade Federal de Santa Maria (UFSM), São Paulopela Universidade Estadual Paulista (UNESP), São Paulopela Pontifícia Universidade Católica de São Paulo (PUCSP), Rio Grande do SulDepartamento de Matemática da Universidade Federal de Santa Maria (UFSM), Rio Grande do Sulpela Universidade Estadual de Campinas (Unicamp), São Pauloda Universidade Estadual Paulista (UNESP), São Paulopela Universidade Estadual Paulista (UNESP), São Pauloda Universidade Estadual Paulista (UNESP), São PauloUniversidade Federal de Sergipe (UFS)Universidade Estadual Paulista (UNESP)pela Pontifícia Universidade Católica de São Paulo (PUCSP)Universidade Estadual de Campinas (UNICAMP)Hartmann, Andrei Luís Berres [UNESP]De Cássia Pistóia Mariani, RitaMaltempi, Marcus Vinicius [UNESP]2022-05-01T08:15:17Z2022-05-01T08:15:17Z2021-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article567-587http://dx.doi.org/10.1590/1980-4415v35n70a02Bolema - Mathematics Education Bulletin, v. 35, n. 70, p. 567-587, 2021.1980-44150103-636Xhttp://hdl.handle.net/11449/23339810.1590/1980-4415v35n70a022-s2.0-85112587555Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema - Mathematics Education Bulletininfo:eu-repo/semantics/openAccess2022-05-01T08:15:17Zoai:repositorio.unesp.br:11449/233398Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T22:21:31.567194Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education Educação Financeira no Ensino Médio: Uma análise de atividades didáticas relacionadas a séries periódicas uniformes sob o ponto de vista da Educação Matemática Crítica |
title |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
spellingShingle |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education Hartmann, Andrei Luís Berres [UNESP] Bibliographic Survey Critical Mathematics Education Decision Making Financial Education Geometric Progression |
title_short |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
title_full |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
title_fullStr |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
title_full_unstemmed |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
title_sort |
Financial education in high school: An analysis of didactic activities related to uniform periodic series from the point of view of critical mathematics education |
author |
Hartmann, Andrei Luís Berres [UNESP] |
author_facet |
Hartmann, Andrei Luís Berres [UNESP] De Cássia Pistóia Mariani, Rita Maltempi, Marcus Vinicius [UNESP] |
author_role |
author |
author2 |
De Cássia Pistóia Mariani, Rita Maltempi, Marcus Vinicius [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Federal de Sergipe (UFS) Universidade Estadual Paulista (UNESP) pela Pontifícia Universidade Católica de São Paulo (PUCSP) Universidade Estadual de Campinas (UNICAMP) |
dc.contributor.author.fl_str_mv |
Hartmann, Andrei Luís Berres [UNESP] De Cássia Pistóia Mariani, Rita Maltempi, Marcus Vinicius [UNESP] |
dc.subject.por.fl_str_mv |
Bibliographic Survey Critical Mathematics Education Decision Making Financial Education Geometric Progression |
topic |
Bibliographic Survey Critical Mathematics Education Decision Making Financial Education Geometric Progression |
description |
The objective of this study was to identify and analyze didactic activities developed in High School which may involve decision making in economic-financial situations related to uniform periodic series. Perspectives related to Financial Education, School Financial Education, and Critical Mathematical Education provided theoretical support for the study. As this is a qualitative research in which a bibliographic survey was carried out based on Capes' Theses and Dissertations Catalog, data production also considered the principles of content analysis. Through this platform it was possible to identify 333 master's or doctorate productions, using the keyword Financial Education. After data were restricted, we selected six didactic research activities carried out in the professional modality and which developed these issues with high school students. For the analysis of activities, three descriptors were systematized, based on the studies by Muniz (2016) and Rocha (2017): Context Interpretation (D1), Decision Making (D2), and Argument in Decision Making (D3). For the activities considered, it can be highlighted that the research allowed its participants to reflect on everyday situations (identification of D1 in five activities), but the issues did not admit decision making based on the three arguments considered: Sociocultural (SC), economic-financial (EF), and behavioral (C). Therefore, it is proposed that the study of geometric progressions, strongly related to uniform periodic series, be conducted based on Financial Education and Critical Mathematical Education, still in High School. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 2022-05-01T08:15:17Z 2022-05-01T08:15:17Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/1980-4415v35n70a02 Bolema - Mathematics Education Bulletin, v. 35, n. 70, p. 567-587, 2021. 1980-4415 0103-636X http://hdl.handle.net/11449/233398 10.1590/1980-4415v35n70a02 2-s2.0-85112587555 |
url |
http://dx.doi.org/10.1590/1980-4415v35n70a02 http://hdl.handle.net/11449/233398 |
identifier_str_mv |
Bolema - Mathematics Education Bulletin, v. 35, n. 70, p. 567-587, 2021. 1980-4415 0103-636X 10.1590/1980-4415v35n70a02 2-s2.0-85112587555 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Bolema - Mathematics Education Bulletin |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
567-587 |
dc.source.none.fl_str_mv |
Scopus reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808129419734155264 |