scholarly journals Educação financeira: contextualizando e dialogando com conceitos matemáticos no ensino fundamental

2019 ◽  
Vol 3 (2) ◽  
pp. 419
Author(s):  
Wilma Pereira Santos Faria ◽  
Maria Teresa Menezes Freitas
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Qualitative Methodology ◽  
Financial Education ◽  
School Students ◽  
Mathematical Concepts ◽  
Critical Mathematics ◽  
Education Workshop ◽  
Critical Mathematics Education

Resumo: Este estudo trata de um relato de uma oficina sobre Educação Financeira que teve como objetivo aproximar os estudantes do ensino fundamental de conceitos financeiros a partir da contextualização, da reflexão de situações sugeridas e de organização orçamentaria. Buscou-se responder a seguinte questão: Quais são as possibilidades de aprendizagem sobre a Educação Financeira no 9º ano do ensino fundamental no âmbito de uma oficina escolar? A luz da metodologia qualitativa buscou-se estudar as potencialidades das tarefas propostas na oficina. Os resultados observados apontam a contuibuição proveniente de reflexões a respeito de temas monetários com alunos do ensino fundamental. Palavras-chave: Educação Financeira; Ensino Fundamental; Educação Matemática Critica. Financial education contextualizing and dialoguing with mathematical concepts in elementary school Abstract: This study refers to the outcome of a Financial Education workshop with the objective of bringing the elementary school students closer to financial concepts from contextualization, reflection on suggested situations and budget organization. We sought to answer the following question: What are the possibilities for learning about Financial Education in the 9th year of elementary school within a school workshop? The study based on qualitative methodology and aimed to study the potential of the tasks of this workshop. The observed results point out how constructive it is to propose reflections on monetary issues for elementary school students Keywords: Financial education; Elementary School; Critical Mathematics Education.

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 Is it Important for Elementary School Students to Learn the Basics of Finance?

2021 ◽  
Author(s):  
Nur Anita Yunikawati ◽  
Magistyo Purboyo Priambodo ◽  
Emma Yunika Puspasari ◽  
Ni’matul Istiqomah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Basic Education ◽  
Case Study Research ◽  
Financial Education ◽  
Financial Behavior ◽  
Basic Knowledge ◽  
Primary Data ◽  
School Students ◽  
Financial Profile

Financial education is very important at all levels of education, even at the level of basic education. The purpose of this study was to determine the importance of elementary school students mastering the basic knowledge of finance. This study was conducted from May to October 2019 at SDN 1 Gandusari, Blitar Regency, East Java Province, Indonesia, and used a qualitative case study research method. This study used primary data in the form of interviews, focus group discussions (FGD) and documentation. The findings revealed the financial profile of SDN 1 Gandusari students as well as the financial behavior of students in daily life. Based on the results, it is important for policymakers, academics and practitioners in the field of basic education to include their own curriculum for financial education for elementary school students. Keywords: elementary school student, learn, basics of finance

Employing Digital Tools to Support Writing in Mathematics and the Implementation of the Common Core State Standards

2014 ◽  
pp. 419-430
Author(s):  
Christie Martin ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Digital Tools ◽  
Core State ◽  
School Students ◽  
Mathematical Concepts ◽  
The Common

The Common Core State Standards in Mathematics and English/Language Arts necessitate that teachers provide opportunities for their students to write about mathematical concepts in ways that extend beyond simply a summary of how students solve mathematical tasks. This chapter describes a series of vignettes about how digital tools can provide elementary school students with the opportunity to write about mathematics concepts that they are working with. Implications for providing these opportunities to elementary school students and supporting teachers are also provided.

One Point of View: Passports to Opportunity

1986 ◽  
Vol 33 (9) ◽  
pp. 1
Author(s):  
B. Ross Taylor
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Information Society ◽  
Point Of View ◽  
First Century ◽  
School Students ◽  
Education Today ◽  
Twenty First Century

We are preparing today's elementary school students to live in the information society of the twenty-first century. In that society, whether one is a “have” or a “have not” will be determined largely by one' s education; the ability to do mathematics and solve problems will be essential. Today we have dramatic racial inequities in employment and income. We also have great disparities by race in students' achievement and participation in mathematics. To reduce the inequities in society tomorrow, we must address the disparitie in mathematics today. In my opinion, this challenge is the major issue in mathematics education today.

scholarly journals Dampak Pendekatan Realistic Mathematics Education Terhadap Keterampilan Berpikir Kritis Pada Siswa Sekolah Dasar

2020 ◽  
Vol 1 (2) ◽  
pp. 20
Author(s):  
Vivi Puspita ◽  
Nofri Yuhelman ◽  
Ronal Rifandi
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Control Group ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Realistic Mathematics ◽  
Equivalent Control ◽  
Low Ability

Abstract: The low ability of students in solving math problems illustrates the low ability of students in critical thinking. So this research aims to determine the impact of a realistic approach to mathematics education on students' critical thinking abilities. This research is a quasi experimental study with the type of non-equivalent control group design. The research subjects were 29 elementary school students. The results showed t-hitung=6.52 and t-tabel = 1.69092 where t_hitung is greater than the ttabel so that there is a positive influence of the use of Realistic Mathematics Education on the thinking skills of elementary school students, especially in mathematics learning            Abstrak:  Rendahnya kemampuan siswa dalam menyelesaikan masalah matematika menggambarkan rendahnya kemampuan berpikir kritis siswa. Maka penelitian ini bertujuan untuk mengetahui pengaruh pendekatan realistik pendidikan matematika terhadap kemampuan berpikir kritis siswa. Penelitian ini merupakan penelitian eksperimental semu dengan jenis desain non-equivalent control group. Subjek penelitian adalah 29 siswa Sekolah Dasar. Hasil penelitian menunjukkan dan  = 1,69092 dimana  lebih besar dari pada  sehingga ada pengaruh positif penggunaan Pendidikan Matematika Realistik terhadap keterampilan berpikir siswa sekolah dasar, khususnya dalam pembelajaran matematika

scholarly journals The Effect of The Realistic Mathematics Education (RME) Approach and The Initial Ability of Students on The Ability of Student Mathematical Connection

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Febriyanti Febriyanti ◽  
Riana Bagaskorowati ◽  
Makmuri Makmuri
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Elementary School Students ◽  
Homogeneity Test ◽  
Realistic Mathematics Education ◽  
School Students ◽  
Significance Level ◽  
Realistic Mathematics ◽  
Bartlett Test ◽  
Mathematical Connection

This study aims to determine the effect of the Realistic Mathematics Education (RME) approach and students' initial ability to mathematical connection skills of students in grade III of elementary school. The method used is the experimental method with 2x2 treatment by level design with 30 samples. Data analysis using two-way analysis of variance and followed by the Tukey test for the significance level α = 0.05. Test the normality of the data using the Lilliefors test and homogeneity test using the Bartlett test. The results of the study show that: 1). Mathematical connection skills in students taught by the Realistic Mathematics Education (RME) approach are higher than students taught by conventional approaches. 2). There is an interaction between the use of the learning approach and the students 'initial ability to students' mathematical connection skills. 3).Ability of mathematical connection of elementary school students between students who study using the Realistic Mathematics Education (RME) approach that has a high initial ability higher than students who learn by using a conventional approach that has high initial abilities. 4) The mathematical connection ability of elementary school students between students who study with the Realistic Mathematics Education (RME) approach that has low initial abilities is higher than students who learn with conventional approaches that have low initial abilities.

Sign in / Sign up

Export Citation Format

Share Document