ResumoNosso objetivo, neste estudo, foi estabelecer algumas características da Matemática Financeira expressa em livros didáticos e, como implicação, compreender como esses livros podem conectar a matemática financeira da sala de aula com outras práticas que compõem a Matemática Financeira disciplinar. Para isso, analisamos três livros didáticos selecionados a partir de informações obtidas de uma universidade federal e de universidades estaduais no Estado da Bahia. Como resultado, identificamos a centralidade da resolução de exercícios associados a situações semirreais como forma de se ensinar e aprender matemática financeira, com simplificação dessas situações, assim como uma espécie de treinamento para a resolução dos mesmos. Também identificamos uma tentativa de aproximação das práticas do cotidiano e de ambientes profissionais através do uso da linguagem e procedimentos próprios desses ambientes e o uso acessório da tecnologia disponível.Palavras-chave: Matemática Financeira. Livros Didáticos. Conexões. Exercícios. Tecnologia. AbstractOur goal in this study was to establish characteristics of Financial Mathematics expressed in textbooks and, as implication, understand how these books could connect Financial Mathematics classrooms with other practices related with academic Financial Mathematics. For this, we analyzed three textbooks selected from those indicated by a Federal University and State Universities in the state of Bahia. As a result, we identified the centrality of exercise solving of semi-real situations as a way to teach and learn Financial Mathematics, with simplification of these situations, as well as a kind of training for solving them. We also identified an attempt to approach workplace or everyday practices through its own language and procedures and the secondary use of the technology available.
In this study, we aim to characterize the gap between the Financial Mathematics as expressed in textbooks and what is practiced in banking institutions. Three textbooks selected from public universities in the Brazilian state of Bahia were analyzed, and bank employees working in two banks in a city of the same state were observed. We noted different routines expected of participants in these two contexts, different problems faced and wide variation in the use of technology. Bank employees cope with client requests by interacting with bank systems in routines that include data selection to input into systems and the solution approach are organized around outputs as critical steps. However, this type of participation is also related to concerns about executing procedures with the security and agility required by the context's social practice. By contrast, Financial Mathematics reified in textbooks indicates pseudo-realistic exercises involving routines that include selecting models and calculation procedures as critical steps with only marginal use of technology, such as calculators.
ResumoNeste ensaio teórico, apresento um design pedagógico insubordinado, delineado a partir de algumas pesquisas e de experiências em sala de aula, consideradas como possibilidades para o ensino de Matemática Financeira, em cursos superiores da área de negócios. Resultados de pesquisas que serão discutidos no texto apontam para uma situação atual de uso de materiais pedagógicos, nos quais são priorizados exercícios que apresentam sempre uma única resposta como correta, bem como não são observadas situações que considerem contextos ou situações pessoais, nem desenvolvimento de análises sociocríticas, além de um distanciamento entre os conteúdos estudados em ambientes educacionais e o conhecimento relacionado ao cotidiano e ao mundo do trabalho. Em resposta, proponho um design pedagógico, baseado em ações de análise de outras possibilidades, distintas das apresentadas em livros didáticos, considerando-se os contextos sociais locais, as ações orientadas por práticas comerciais locais e bancárias, assim como alternativas insubordinadas ao ensino tradicional dessa disciplina. Finalmente, proponho um design que pode ser experimentado em pesquisas e experiências educacionais em outras disciplinas matemáticas. Palavras-chave: insubordinação criativa; design pedagógico; Matemática Financeira AbstractIn this theoretical essay, I present an insubordinate pedagogical design, outlined from researches and some experiences in the classroom, considered as possibilities for the teaching of Financial Mathematics in higher courses of the business area. Research results that will be discussed in the text point to a current situation of use of pedagogical materials, in which the focus of exercises is on presenting a single answer as correct, situations that consider contexts or personal situations are not observed, there are no development of socio-critical analysis, as well as, there is a distance between the contents studied in educational environments and the knowledge related to daily life and to workplaces. In response, I propose a pedagogical design based on actions of analysis of other possibilities, different from those presented in textbooks, considering local social contexts, actions guided by local commercial practices and banking, as insubordinate alternatives to the traditional teaching of this discipline. Finally, I propose a design that can be tested in research and educational experiences in other mathematical disciplines.
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