Abstract
Background: The proposal of financial education in classrooms is born in the expectation of changing an irresponsible consumption scenario that society is going through and should be included in all student educational contexts, from elementary to higher education, aiming to provide consumers-individuals with basic notions of economics and consumption. Objective: Analyse how investigative tasks can contribute to the financial education and economics teaching. Design: Methodology of mathematical investigation. Setting and participants: The research was carried out with twelve students in the discipline of Financial Mathematics, in a mathematics program at a university in the state of Rio Grande do Sul (Brazil). Data collection and analysis: This article is characterised as qualitative research and the data produced (tasks, recordings, questionnaire, forum) were analysed through discursive textual analysis. Results: Possibilities of conjectures and resolving strategies; investigative activity importance, in group, for the creativity and autonomy learning and development; critical thinking development in the decision making process; relations between the task and daily life situations; and analysis of difficulties during task execution. Conclusions: Through this study, we conclude that the investigative tasks have contributed for the teaching and learning processes, when the small groups made discoveries and followed different paths during each problem situation solving, they demonstrated enthusiasm, creativity, and autonomy. When the results were compared, at the moment of interaction with the bigger group, the groups realised they could have chosen other paths, or any important factor, which could have been part of the analysis, had not been considered, what yielded several discussions in the classroom as well as in the virtual forum, strengthening a critical and collaborative thinking development.
Highlights
The proposal of financial education in classrooms, according to Santos, Menezes, and Rodrigues (2016), is born in the expectation of changing an irresponsible consumption scenario that society is going through
To achieve the objective proposed for this study, i.e., to analyse how mathematical research can contribute to the teaching of financial education and economics, we applied and explored ten mathematical activities in Financial Mathematics with twelve students attending the 6th semester of a mathematics teaching degree course of a university in the state of Rio Grande do Sul
The data collected were grouped into five categories, namely: a) Possibilities of conjectures and resolution strategies; b) Importance of the investigative task, in groups, for the learning and development of creativity and autonomy; c) Development of the critical spirit in the decision-making process; d) Relationships between the investigative task and everyday situations; e) Difficulties during the resolution of the task
Summary
The proposal of financial education in classrooms, according to Santos, Menezes, and Rodrigues (2016), is born in the expectation of changing an irresponsible consumption scenario that society is going through. According to Franzoni, Del Pino, and Oliveira (2018), little knowledge about economics can impair social wellbeing growth, as an informed and knowledgeable society can make better choices. This qualitative approach study brings an analysis of how mathematical research tasks can contribute to the teaching of financial education and economics in a mathematics teaching degree course. The proposal of financial education in classrooms is born in the expectation of changing an irresponsible consumption scenario that society is going through and should be included in all student educational contexts, from elementary to higher education, aiming to provide consumers-individuals with basic notions of economics and consumption.
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
