scholarly journals O regime de juros compostos segundo a dialética ferramenta-objeto

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
DEJAIR FRANK BARROSO ◽  
CILEDA DE QUEIROZ E SILVA COUTINHO ◽  
MARCO AURÉLIO KISTEMANN JR
Keyword(s):  
Mathematics Teacher ◽  
Financial Literacy ◽  
Financial Education ◽  
Financial Mathematics ◽  
Mathematical Concepts ◽  
Mathematical Notion ◽  
Doctoral Research ◽  
De Se ◽  
Compound Interest ◽  
Didactics Of Mathematics

ResumoEste trabalho faz parte de uma pesquisa de doutorado em andamento que trata sobre o tema educação financeira e suas potencialidades para o letramento financeiro do professor de matemática na licenciatura. Pretendemos descrever brevemente as fases de organização para a construção de conceitos matemáticos segundo a dialética ferramenta-objeto introduzida por Régine Douady. Nosso objetivo  é apresentar um exemplo dessa organização no campo da matemática financeira, e mais precisamente, relativo ao regime de juros compostos. Esse tipo de organização enfatiza a importância de se alternar, no ensino, os aspectos ferramenta e objeto de uma dada noção matemática. No exemplo proposto foi desenvolvida uma sequência para articular a noção de juros compostos e sua mobilização numa nova situação. Palavras-chave: Didática da Matemática; Dialética ferramenta-objeto; Juros compostos.AbstractThis work is part of an ongoing doctoral research that deals with the theme of financial education and its potential for the financial literacy of the mathematics teacher in the degree. We intend to briefly describe the phases of organization for the construction of mathematical concepts according to the tool-object dialectic introduced by Régine Douady. Our goal is to present an example of this organization in the field of financial mathematics, and more precisely, regarding the compound interest regime. This type of organization emphasizes the importance of alternating, in teaching, the tool and object aspects of a given mathematical notion. In the proposed example, a sequence was developed to articulate the notion of compound interest and its mobilization in a new situation.Keywords: Didactics of Mathematics; Dialectic tool-object; Compound interest.   

scholarly journals A MATEMÁTICA FINANCEIRA PARA ALÉM DA ESCOLA

2020 ◽  
Vol 17 (1) ◽  
pp. 155-166
Author(s):  
Gisely Fernandes e Silva ◽  
Keidna Cristiane Oliveira Souza ◽  
Eudes Antonio Costa
Keyword(s):  
Elementary Education ◽  
Financial Literacy ◽  
Financial System ◽  
Financial Education ◽  
Financial Mathematics ◽  
Research Experience

This paper discusses the function of Financial Education and the importance of such a subject to be presented and developed elementary education. It aims to attain a study about the approach of Financial Mathematics and Financial Education, moreover explaining the relevance of contents, which ones prepare the students to be organized people, and thus, dealing with concrete situations, in the context of the new practices rise. In which the mastery of financial matters goes crucial. Methodologically, beyond the bibliographic and documentary research, experience reports are used to contextualize the reflection on Financial Education. The results indicate that Financial Mathematics such as a discipline or a subject school can be a step for the citizen's financial literacy. Financial Education is linked to the awareness development about the money rational using, in order to avoid people of being exploited by the financial system.

scholarly journals Teachers’ knowledge for teaching compound interest

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Craig Pournara
Keyword(s):  
Financial Literacy ◽  
Teaching And Learning ◽  
Secondary Mathematics ◽  
School Curriculum ◽  
Teaching Mathematics ◽  
Financial Mathematics ◽  
Secondary Mathematics Teachers ◽  
Knowledge For Teaching ◽  
The World ◽  
Compound Interest

There is increasing acknowledgement that teachers’ knowledge for teaching mathematics is multifaceted and topic specific. Given the paucity of research on the teaching and learning of financial mathematics in general, little can be known about teachers’ knowledge for teaching compound interest. However, since financial mathematics is a component of the school curriculum in South Africa, and an important element of financial literacy more broadly, attention needs to be given to knowledge for teaching financial mathematics, and compound interest in particular. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, a theoretical elaboration is provided of the underlying mathematics of compound interest, and connections with the world of banking. Based on findings from the study, two key student errors are identified: the over-generalisation of linear thinking in multiplicative scenarios, and the over-generalisation of reversible operations in percentage-change scenarios. Taken together, teachers’ knowledge of relevant mathematics, of the banking context and of learners’ conceptions will contribute to building a knowledge-base for teachers’ knowledge for teaching compound interest.

scholarly journals EDUCAÇÃO FINANCEIRA: APRENDIZAGEM DE PROGRESSÕES GEOMÉTRICAS APLICADAS AOS JUROS COMPOSTOS NA PERSPECTIVA DA EDUCAÇÃO MATEMÁTICA CRÍTICA

2020 ◽  
Vol 5 (1) ◽  
pp. 45-64
Author(s):  
Martielle Soledade Souza Santos ◽  
Alfredo Dib Nour
Keyword(s):  
Mathematics Education ◽  
Financial Education ◽  
Financial Mathematics ◽  
Mathematical Education ◽  
Teaching Sequence ◽  
Critical Mathematics ◽  
Master's Thesis ◽  
Geometric Progressions ◽  
The One ◽  
Compound Interest

Resumo: O presente artigo trata-se de um recorte de dissertação de mestrado em Educação Matemática. O problema surge da análise de duas tendências que tratamos de articular, por um lado os dados indicam eventuais falhas no aprendizado da matemática e por outro os indicadores superiores a 60% de endividamentos das famílias. O objetivo principal é analisar o desenvolvimento do conteúdo de juros compostos a partir de uma sequência de ensino, tendo como base o estudo das Progressões Geométricas (PG) a partir do movimento da Educação Financeira. O referencial teórico articula as ideias de Skovsmose, referente à Educação Matemática Crítica (EMC), que enfatiza a aprendizagem da matemática de forma política e consciente. O estudo foi aplicado com estudantes do 1° ano do Ensino Médio, de uma escola na região oeste da Bahia, Brasil, em julho de 2018, com a aplicação de uma sequência de ensino. A metodologia se fundamenta na pesquisa de natureza empírica, caráter exploratório e explicativo. As análises foram organizadas em três categorias tratando-se da concepção de dinheiro, do entendimento sobre PA e PG e as propagandas. As conclusões evidenciam a necessidade de ampliação do trabalho procurando contemplar todos os elementos pertencentes à Matemática Financeira, de modo que sejam tratados criticamente.Palavras-chave: Educação Matemática Crítica; Educação Financeira; Progressões Geométricas. Abstract: This article is an excerpt of a master's thesis in Mathematics Education. The problem arises from the analysis of two trends that we tried to articulate, on the one hand, the data indicate possible flaws in the learning of mathematics and on the other, the indicators above 60% of household indebtedness. The main objective is to analyze the development of the content of compound interest based on a teaching sequence, based on the study of Geometric Progressions (PG) from the Financial Education movement. The theoretical framework articulates the ideas of Skovsmose, referring to Critical Mathematical Education (EMC), which emphasizes the learning of mathematics in a political and conscious way. The study was applied to students of the 1st year of high school, from a school in the western region of Bahia, Brazil, in July 2018, with the application of a teaching sequence. The methodology is based on research of an empirical nature, exploratory and explanatory. The analyzes were organized into three categories, dealing with the concept of money, understanding of PA and PG and advertisements. The conclusions show the need to expand the work, seeking to contemplate all elements belonging to Financial Mathematics, so that they are treated critically.Keywords: Critical Mathematics Education. Financial education. Geometric progressions.

scholarly journals Educação financeira no ensino médio: possibilidades

2019 ◽  
Vol 3 (2) ◽  
pp. 488
Author(s):  
Danilo Pontual de Melo ◽  
Cristiane Azevêdo dos Santos Pessoa
Keyword(s):  
High School ◽  
Real Data ◽  
Financial Education ◽  
Financial Mathematics ◽  
Mathematical Education ◽  
School Based ◽  
Critical Mathematics ◽  
De Se ◽  
Teachers And Students ◽  
Critical Mathematics Education

Resumo: O presente artigo é o recorte de um estudo de mestrado que buscou compreender possibilidades de abordagem da Educação Financeira (EF) relacionada com a Matemática Financeira, a partir de um grupo de estudo com professores de Matemática no Ensino Médio. Utilizamos como fundamentação teórica a Educação Matemática Crítica de Skovsmose (2000). No recorte apresentado neste texto, objetivamos discutir como podemos abordar a EF no Ensino Médio, a partir da experiência vivenciada pelos professores participantes da pesquisa. Os resultados mostram a importância de se trabalhar com dados reais nas discussões de sala de aula e que os professores e os estudantes trabalharam com uma EF ampla e subjetiva, que não envolve apenas a Matemática e as questões financeiras e econômicas. Concluímos que a EF possui um caráter para além da discussão no campo matemático, é preciso que sua abordagem aconteça visando à formação de sujeitos críticos. Palavras-chave: Educação Financeira; Educação Matemática Crítica; Professores; Ensino Médio. Financial education in high school: possibilities Abstract: This article is a cut of a master's study that tried to understand possibilities of approach to Financial Education (EF) related to Financial Mathematics, from a study group with teachers of Mathematics in High School. We use as theoretical foundation the Critical Mathematical Education of Skovsmose (2000). In the section presented in this text, we aim to discuss how we can approach EF in High School, based on the experience of the teachers participating in the research. The results show the importance of working with real data in classroom discussions, that teachers and students have worked with a broad and subjective EF, which involves not only Mathematics and financial and economic issues. We conclude that EF has a character beyond the discussion in the mathematical field, it is necessary that its approach happens aiming at the formation of critical subjects. Keywords: Financial Education; Critical Mathematics Education; Teachers; High school.

Financial literacy and retirement planning in chile

2015 ◽  
Vol 15 (2) ◽  
pp. 203-223 ◽  
Author(s):  
NATALIA GARABATO MOURE
Keyword(s):  
Financial Literacy ◽  
Financial Education ◽  
Retirement Planning ◽  
Pension Plans ◽  
Defined Contribution ◽  
Substantial Impact ◽  
The Core ◽  
Retirement Policy ◽  
Compound Interest ◽  
The Relationship

AbstractThis paper studies the relationship between financial literacy and retirement planning in Chile, a country with mandatory defined contribution pension plans at the core of its retirement policy. Using a novel dataset, we find that very few Chileans are planning for their retirement and that the levels of financial literacy are remarkably low with only 47% of the population understand compound interest and only 18% understand the concept of inflation. We also find a positive and significant relationship between financial literacy and retirement planning suggesting that investments in financial education could have a substantial impact on the way people think about retirement and therefore on their ability to reach retirement with adequate resources.

Using online compound interest tools to improve financial literacy

2016 ◽  
Vol 47 (2) ◽  
pp. 106-120 ◽  
Author(s):  
Edward Hubbard ◽  
Percival Matthews ◽  
Anya Samek
Keyword(s):  
Financial Literacy ◽  
Compound Interest

Financial literacy and its determinants: the case of rural farm households in Ghana

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martinson Ankrah Twumasi ◽  
Yuansheng Jiang ◽  
Salina Adhikari ◽  
Caven Adu Gyamfi ◽  
Isaac Asare
Keyword(s):  
Developing Countries ◽  
Financial Literacy ◽  
Financial Education ◽  
Policy Implications ◽  
Farm Households ◽  
Community Group ◽  
Data Set ◽  
Content Type ◽  
Wide Range ◽  
Rural Dwellers

PurposeThis paper aims to examine the determinants of rural dwellers financial literacy in Ghana.Design/methodology/approachA cross-sectional primary data set was used to estimate the factors influencing rural farm households' financial literacy using the IV-Tobit model.FindingsThe findings reveal that most rural residents are financially illiterate. The econometrics model results depicted that respondents' socioeconomic and demographic characteristics such as gender, income, age and education significantly affect financial literacy. Again, respondents who are risk seekers and listen or watch education programs are more likely to be financially literate.Research limitations/implicationsThe paper examined the determinants of rural dwellers financial literacy in four regions in Ghana. Future research should consider all or many regions for an informed generalization of findings.Practical implicationsThis paper provides evidence that rural dwellers are financially illiterate and it would require the policymakers or non-governmental organizations (NGOs) to establish a village or community group that comprises a wide range of bankers and government officials to help rural dwellers acquire some financial skills. Also, the positive relationship between media (whether respondent watches or listens to educational programs) and financial literacy implies that policymakers should focus on improving individuals' financial knowledge through training programs and utilize the media as a channel to propagate financial education to the public.Originality/valueAlthough previous studies have examined the determinants of financial literacy, little is known in developing countries and, in particular, rural communities. The authors fill this gap by contributing to the scanty existing literature in developing countries in several ways. First, this is the first study to examine the financial literacy level of rural dwellers in Ghana. Second, to not undermine the credibility of the estimation results, this study addresses the potential endogeneity issue, which other researchers have not adequately recognized. Finally, the study expands the scant literature on the subject and provides critical policy implications that will help policymakers formulate financial market policies that will contribute to rural dwellers financial literacy enhancement.

Living beyond one’s means: evidence from Malaysia

2015 ◽  
Vol 43 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Yiing Jia Loke
Keyword(s):  
Low Income ◽  
Financial Literacy ◽  
Financial Distress ◽  
Financial Management ◽  
Practical Knowledge ◽  
Financial Education ◽  
Financial Knowledge ◽  
Content Type ◽  
Explanatory Variables ◽  
Financial Behaviour

Purpose – The purpose of the paper is to identify the determinants of the probability of living beyond one’s means. The paper also explores the coping mechanisms of those financially distressed as well as the debt taking behaviour of consumers. Design/methodology/approach – The study uses data obtained from the OECD International Network on Financial Education pilot study on Measuring Financial Literacy in 2010 for the case of Malaysia. A logistic regression model is used to identify the main determinants of the probability that a consumer will live beyond his/her means. The analysis is carried out by using a set of socio-economic factors and the individual’s financial behaviour and attitudinal characteristics as explanatory variables. Findings – The findings indicate that low income and seasonal income earners are more vulnerable to financial distress. Furthermore, having a higher education, higher financial knowledge and prudent financial behaviour and attitude do not necessarily translate into better financial management. Family and friends provide the main source of financial assistance in times of need. Research limitations/implications – The assessment of financial knowledge should go beyond individual’s knowledge on financial concepts and theories. Practical knowledge on financial and cash flow management should be assessed. Practical implications – The study reiterates the importance of financial education. It is imperative to include financial education as part of the schools’ curriculum and also to be incorporated as part of the Continuous Professional Development modules for working adults. Originality/value – The study is based on the first nationwide study of consumer finances in Malaysia. It contributes to the literature by integrating financial behaviour and attitudinal factors into the analysis of the ability of individuals to live within their means. The findings also show the limitations of the existing self-assessment of financial behaviour and attitude and the assessment of financial knowledge.

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