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.

scholarly journals As orientações no livro do professor contribuem para potencializar cenários de investigação na sala de aula? Uma análise do material didático do programa nacional de educação financeira nas escolas – ensino médio à luz da educação matemática crítica

2019 ◽  
Vol 3 (2) ◽  
pp. 333
Author(s):  
Inglid Teixeira da Silva ◽  
Ana Coêlho Vieira Selva
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Learning Environments ◽  
Daily Life ◽  
Financial Education ◽  
National Program ◽  
Critical Mathematics ◽  
De Se ◽  
Learning Guide ◽  
Critical Mathematics Education

Resumo: Consideramos a relevância de trabalhar educação financeira nas escolas, tendo em vista arelação da mesma com o cotidiano, porém ressaltamos a importância de que a mesma seja trabalhada apartir de práticas que colaborem com o desenvolvimento de cidadãos críticos e reflexivos. Neste artigo, apresentamos dados da análise que objetivou compreender se e como as orientações, voltadas ao professor, influenciavam o potencial de atividades propostas para os alunos. Para isso, analisamos à luz dos ambientes de aprendizagem (SKOVSMOSE, 2000), atividades de educação financeira do Programa Nacional de Educação Financeira para o Ensino Médio, e as orientações oferecidas para o professor. Os dados revelaram que de 37 orientações no livro doprofessor, em 25 a orientação não acrescentava mudanças relacionadas ao que era proposto ao aluno e em12 se observavam potenciais de mudança. Constata-se a necessidade de se enriquecer as orientaçõespropostas no livro do professor, como também oferecer formação continuada sobre Educação Financeira. Palavras-chave: Educação Financeira; Educação Matemática Crítica; Ensino Médio. Do the didatic books’ orientations contribute to potentialize the investigations scenarios in the classroom? An analysis about financial education in schools national program – high school by the critical mathematics education outlook Abstract: We consider the relevance of working the Financial Education at schools noticing the its relations with the daily life. Although we underscore the importance of it to be worked with practices that contribute to the development of criticals and reflexives citizens. In this article is shown datas about the analysis that tried to understand how and if the the teaher’s orientations influenced the potential of the activities given to the students. For this we analyzed the learning environments (SKOVSMOSE, 2000), the financial education activities of the Programa Nacional de Educação Financeira for High School and the lessons provided to the teacher. The data show that out of 37 guidelines in the learning guide out of 25 were not added in relation to the guidelines for students and in 12 were noticed potential modifications. Is noted that is necessary to improve the teacher's guude orientations as also offer a vontinuous formation abou Financial Education. Keywords: Financial Education; Critical Mathematics Education; High School.

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 Uma avaliação feita por licenciandos sobre atividades investigativa-exploratórias de matemática financeira

2019 ◽  
Vol 3 (2) ◽  
pp. 316
Author(s):  
Rafael Filipe Novôa Vaz ◽  
Marco Aurélio Kistemann Junior
Keyword(s):  
Theoretical Foundation ◽  
Financial Education ◽  
Financial Mathematics ◽  
Mathematical Education ◽  
Economic Reality ◽  
Made In

Resumo: O presente artigo objetiva apresentar as ações e produções de licenciandos em Matemática, numa avaliação com atividades investigativo-exploratórias envolvendo conteúdos e temáticas da Matemática Financeira. A fundamentação teórica foi realizada em Kistemann Jr. no tocante à Educação Financeira e Ensino de Matemática Financeira, Skovsmose na temática da Educação Matemática Crítica e Cenários para Investigação e Zigmunt Bauman que problematiza a sociedade de consumo líquido-moderna. Como principal resultado da prática realizada destacamos a participação dos estudantes e as reflexões efetuadas nas situações envolvendo temas cotidianos da realidade econômica que os cerca e que, em geral passa desapercebido dos indivíduos-consumidores Palavras-chave: Educação Financeira; Matemática Financeira; Cenários para Investigação. An assessment by graduates on investigative-exploratory activities of financial mathematics Abstract: This article aims to present the actions and student’s productions in mathematics, an assessment with investigative activities-involving content and thematic exploration of financial mathematics. The theoretical foundation was held in Kistemann Jr. regarding financial education and teaching financial mathematics, Mathematical Education in Skovsmose and scenarios for investigation and Zigmunt Bauman that discusses society of consumption liquid-modern. As a main result of practice held the participation of students and the reflections made in situations involving everyday themes of economic reality around them and that generally passes unnoticed of individuals-consumers. Keywords: Financial Education; Financial Mathematics; Scenarios for Investigation.

scholarly journals Atividades sobre a tabela SAC em uma proposta de educação financeira por meio da resolução de problemas

2019 ◽  
Vol 3 (2) ◽  
pp. 440
Author(s):  
Clístenes Lopes da Cunha ◽  
João Bosco Laudares
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Error Analysis ◽  
Daily Life ◽  
Financial Education ◽  
Financial Mathematics ◽  
School Students ◽  
Problem Situations ◽  
Simple Manipulation

Resumo: Neste artigo apresentamos algumas atividades de Matemática Financeira que podem promover o exercício da Educação Financeira, à partir do momento que estudantes do Ensino Médio têm contato com o Sistema de Amortização Constante (SAC). Para alcançarmos nosso objetivo, de promover uma Educação Financeira de forma significativa, adotamos a metodologia da Resolução de Problemas, por meio de elementos do cotidiano econômico-financeiro, em atividades relacionadas a alguns conteúdos do Ensino Médio. A análise de erros utilizada nas situações-problemas apresentadas possibilitou o mapeamento dos fatores que causam entrave ao trabalho com Resolução de Problemas, possibilitando caminhar da simples manipulação de padrões da Matemática Financeira para uma nova postura do professor e do estudante no enfrentamento de situações com reflexão e construção de cidadania, vivenciando na escola questões reais. Palavras-chave: Resolução de Problemas; Educação Financeira; Matemática Financeira; Tabela SAC. SAC table activities in a proposal for financial education through troubleshooting Abstract: In this article we present some activities of Financial Mathematics that can promote the exercise of Financial Education, since high school students have contact with the Constant Amortization System (SAC). In order to achieve our goal of significantly promoting Financial Education, we adopted the Problem Solving methodology, through elements of economic and financial daily life, in activities related to some High School content. The error analysis used in the presented problem situations allowed the mapping of the factors that cause obstacles to the work with Problem Solving, making it possible to move from the simple manipulation of Financial Mathematics patterns to a new posture of the teacher and the student in facing situations with reflection. And citizenship building, experiencing real issues at school. Keywords: Troubleshooting; Financial Education; Financial Math; Table SAC.

scholarly journals PEMAHAMAN GURU DAN SISWA TENTANG MANAJEMEN BERBASIS SEKOLAH DI SMP NEGERI 8 PALANGKA RAYA

2020 ◽  
Author(s):  
Sundari Sundari ◽  
Setiawan Setiawan
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Teacher Understanding ◽  
School Based ◽  
Future State ◽  
Teachers And Students ◽  
Percentage Yield ◽  
School Based Management

This study aims to determine the understanding of teachers and students about school-based management in the State Junior High School 8 Palangka Raya. The study involved 56 teachers and 248 students as research samples. The technique of collecting data in this study is by spreading the questionnaire, interviews, and documenting the necessary data. Based on the results of the data analysis that has been done, it can be concluded that teachers and students at State Junior High School 8 Palangka Raya has had an understanding of school-based management which is proven by the answer of the questionnaire. Teacher understanding is in good category with a percentage yield of 71.63% and student understanding is in category enough with a percentage yield of 59.87%. In the future State Junior High School 8 Palangka Raya to make more efforts to improve the quality of teachers and students through workshops, trainings, and education seminars on school-based management, so that teachers and students better understand the understanding and implementation of school-based management, so that it is created a sense of having each other in school to improve the quality of education.

IMPLEMENTASI KOMPETENSI KEWIRAUSAHAAN KEPALA SEKOLAH DALAM MEMBANGUN BUDAYA WIRAUSAHA DI MAN MODEL BANDA ACEH

2021 ◽  
Vol 12 (1) ◽  
pp. 84-97
Author(s):  
Lisnawati Lisnawati ◽  
Cut Zahri Harun ◽  
Niswanto Niswanto
Keyword(s):  
High School ◽  
Human Resources ◽  
School Principal ◽  
Research Subjects ◽  
School Subject ◽  
School Based ◽  
Entrepreneurial Culture ◽  
Teachers And Students ◽  
Descriptive Approach ◽  
Banda Aceh

Entrepreneur competence of a school principal is necessary in creating entrepreneurial culture in the school. Based on thid theory, this research was conducted to find out the imlementation of entrepreneur competence of the school principal in creating entrepreneurial culture in Islamic Senior High School (MAN) Model of Banda Aceh. The research was conducting using a qalitative descriptive approach. The data were collected through interviews, observation, and documentation study. Teh research subjects were the principal, vice principal, teachers, and students of MAN Model of Banda Aceh. The result indicate that (1) The only program relate to entrepreneurship created by the principal was a school subject, namely Prakarya dan Kewirausahaan (Handcrafting and Entrepreneurship) that has produce many works: (2) The implementation of entrepreneurship programs is carried out through subjects run by the teacher, including theories and practices; and (3) The obstacles encountered by the principal in creating entrepreneurial culture in the school were associated with luck of human resources, facilities, and time devote to develop the skills. Abstrak Kompetensi kewirausahaan kepala sekolah memiliki peranan penting dalam membangun budaya wirausaha di sekolah. Tujuan penelitian adalah untuk mengetahui dan mendeskripsikan tentang implementasi kompetensi kewirausahaan kepala sekolah dalam membangun budaya wirausaha di MAN Model Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan teknik pengumpulan data berupa observasi, wawancara dan studi dokumentasi. Subjek penelitian ini adalah kepala sekolah, wakil kepala sekolah, guru dan siswa di MAN Model Banda Aceh. Hasil penelitian menunjukkan bahwa: Hasil penelitian menunjukkan bahwa: (1) Program kewirausahaan oleh kepala sekolah dilakukan melalui berbasis mata pelajaran yaitu prakarya dan kewirausahaan, dari mata pelajaran tersebut menghasilkan berbagai macam karya; (2) Pelaksanaan program kewirausahaan dilakukan melalui mata pelajaran yang dijalankan oleh guru, terdiri dari teori dan praktik; dan (3) Hambatan dalam penerapan program kewirausahaan di sekolah yaitu sumber daya manusia yang belum mumpuni, fasilitas dan terbatasnya waktu untuk mengembangkan skill.  Kata Kunci: Kompetensi Kewirausahaan dan Budaya Wirausaha

Inspiring Future Marine and Data Scientists Through the Lure of Ocean Tracks

2015 ◽  
Vol 49 (4) ◽  
pp. 64-75
Author(s):  
Randall E. Kochevar ◽  
Ruth Krumhansl ◽  
Kira Krumhansl ◽  
Cheryl L. Peach ◽  
Erin Bardar ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Real Data ◽  
Scientific Data ◽  
Data Sets ◽  
School Students ◽  
Science Data ◽  
Education Development ◽  
Scripps Institution ◽  
Teachers And Students

AbstractThe Oceans of Data Institute (ODI) at the Education Development Center (EDC), Inc.; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring large scientific data sets into secondary and postsecondary classrooms. These efforts have culminated in the development of a Web-based student interface to marine science data called Ocean Tracks (<ext-link ext-link-type="uri" xlink:href="http://oceantracks.org">http://oceantracks.org</ext-link>), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education, and learning science. The Ocean Tracks interface was tested in high school classrooms in spring and fall of 2013 with a total of 195 high school students. These tests indicate that students appeared to find many aspects of the interface simple and intuitive to use. Teachers and students indicated that working with real data was highly engaging, pointing to the tremendous potential for “big data” to transform the way science is taught. Interest among college faculty in Ocean Tracks indicates a need in undergraduate classrooms for similar tools that allow students to interact with data. So in the fall of 2014, we began to collect baseline data on students attending undergraduate oceanography classes at the Scripps Institution of Oceanography (Scripps) and Palomar College, where we will also be developing curricula and conducting classroom tests. Preliminary results from this work are presented here.

scholarly journals A Educação Financeira no Ensino Médio em uma escola em São João de Meriti (RJ)

Revemop ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 266
Author(s):  
Rosilane Motta Quintanilha ◽  
Abel Garcia Lozano ◽  
Chang Kuo Rodrigues ◽  
Marco Aurélio Kistemann Jr.
Keyword(s):  
High School ◽  
Financial Education ◽  
Financial Mathematics ◽  
School Students ◽  
Financial Decisions ◽  
Theory Of Didactic Situations ◽  
Didactic Engineering ◽  
Educational Engineering ◽  
The Subject ◽  
Theoretical Foundations

<p>Resumo: O presente artigo trata de um recorte de uma pesquisa de mestrado com temática de Educação Financeira realizada com alunos do 3º ano do Ensino Médio de uma escola estadual em São João de Meriti / RJ. A pesquisa foi estruturada metodologicamente de acordo com as quatro fases da Engenharia Didática. Os fundamentos teóricos foram subsidiados na teoria das Situações Didáticas, que abordam as relações que ocorrem em sala de aula, entre o professor, o aluno e o saber de Guy Brousseau, em particular, de situações a-didáticas. O objetivo geral foi investigar como os estudantes do 3º ano do Ensino Médio agem em situações cotidianas referentes às finanças pessoais. O principal resultado da pesquisa foi constatar que as atividades possibilitaram aos estudantes refletir e tomar decisões de cunho financeiro percebendo-se como consumidor consciente.</p><p><strong>Palavras-chave:</strong> Educação Financeira. Matemática Financeira. Engenharia Didática.</p><p><strong> </strong></p><p align="center"><strong>High School Financial Education in São João de Meriti (RJ)</strong></p><p><strong>Abstract: </strong>This article deals with a study of a master 's research with the subject of Financial Education carried out with students of the third year of high school of a state school in São João de Meriti / RJ. The research was structured methodologically according to the four phases of Didactic Engineering. The theoretical foundations were subsidized in the theory of Didactic Situations, which deal with the relations that occur in the classroom, between the teacher, the student and the knowledge of Guy Brousseau, in particular, didactic situations. The overall goal was to investigate how middle school students act in everyday personal finance situations. The main result of the research was to verify that the activities allowed students to reflect and make financial decisions perceiving themselves as a conscious consumer.<strong></strong></p><p><strong>Keywords:</strong> Financial Education. Financial Mathematics. Educational Engineering.</p><p> </p><p align="center"><strong>La Educación Financiera em la Enseñanza Medio en una escuela en São João de Meriti (RJ)</strong><strong></strong></p><p><strong>Resumen: </strong>El presente artículo trata de un recorte de una investigación de maestría con temática de Educación Financiera realizada con alumnos del 3º año de la escuela secundaria de una escuela estatal en São João de Meriti / RJ. La investigación fue estructurada metodológicamente de acuerdo con las cuatro fases de la Ingeniería Didáctica. Los fundamentos teóricos fueron subsidiados en la teoría de las Situaciones Didácticas, que abordan las relaciones que ocurren en el aula, entre el profesor, el alumno y el saber de Guy Brousseau, en particular, de situaciones didácticas. El objetivo general fue investigar cómo los estudiantes del tercer año de la enseñanza media actúan en situaciones cotidianas referentes a las finanzas personales. El principal resultado de la investigación fue constatar que las actividades posibilitar a los estudiantes reflexionar y tomar decisiones de cuño financiero percibiendo como consumidor consciente.<strong></strong></p><strong>Palavras chave: </strong>Educación Financiera. Matemática financiera. Ingeniería Didáctica.

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