scholarly journals DISEÑO INSTRUCCIONAL DESARROLLADO CON ESTUDIANTES DE PREGRADO EN MATEMÁTICAS CON EL TEMA EXPRESIONES NUMÉRICAS

PARADIGMA ◽  
2020 ◽  
pp. 636-656
Author(s):  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Instructional Design ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Initial Training ◽  
Mathematical Concepts ◽  
Study Materials ◽  
Estudio De Caso

En la capacitación inicial, es importante que los estudiantes tengan la oportunidad de desarrollar las habilidades que les permitan actuar como profesionales capaces de desarrollar el proceso de enseñanza y aprendizaje. El objetivo de este artículo es presentar los resultados de un estudio de caso con estudiantes de Grado en Matemáticas cuando desarrollaron un Diseño Instruccional (DI) y cómo esto permite el desarrollo de las habilidades requeridas por el profesor profesional. El concepto de DI se aplicó en una situación didáctica con cinco estudiantes de pregrado en Matemáticas con el tema Expresiones numéricas, adecuado para estudiantes en el sexto año de la escuela primaria. El enfoque metodológico utilizado fue cualitativo con un enfoque en el estudio de caso. Los resultados muestran que fue posible observar que los estudiantes tuvieron la oportunidad de trabajar en las siguientes habilidades: trabajo grupal basado en la discusión, reflexión y acción para el desarrollo del DI; Evaluación y uso de tecnologías digitales, como materiales de estudio en PowerPoint y guardados en Ispring, software Jclic, actividades en línea; Comprender la importancia de la necesidad de conocer en profundidad los conceptos matemáticos para una planificación adecuada a la temática y al nivel de los estudiantes a los que se destina; valoración de metodologías de enseñanza para la construcción de conceptos matemáticos y el uso de recursos digitales; ser capaz de elegir tareas que sean apropiadas para los conceptos y la edad de los estudiantes para quienes el DI estaba destinado; Reflexión sobre la importancia de la evaluación constante durante todo el proceso y de la reorganización de las rutas cuando sea necesario.Palabras clave: Educación Matemática. Formación inicial en Matemáticas. Diseño instruccional. Expresiones Numéricas.Design Instrucional desenvolvido com alunos de licenciatura em Matemática com a temática Expressões NuméricasResumoNa formação inicial é importante que se possibilite que os estudantes tenham oportunidade de desenvolver as competências que os permitam atuar como profissionais capacitados ao desenvolvimento do processo de ensino e aprendizagem. O objetivo deste artigo é apresentar os resultados de um estudo de caso com estudantes de Licenciatura em Matemática ao desenvolveram um Design Instrucional (DI) e como isto possibilita o desenvolvimento das competências exigidas ao profissional professor. O conceito de DI foi aplicado em uma situação didática com cinco estudantes de Licenciatura em Matemática com o tema Expressões Numéricas, indicado para estudantes do 6º ano do Ensino Fundamental. A abordagem metodológica utilizada foi qualitativa com enfoque de estudo de caso. Os resultados apontam que foi possível observar que os estudantes tiveram oportunidade de trabalhar as seguintes competências: trabalho em grupo baseado na discussão, reflexão e ação para o desenvolvimento do DI; Avaliação e utilização das tecnologias digitais, como materiais de estudos no PowerPoint e salvo em Ispring, software Jclic, seleção de atividades online; compreensão da importância da necessidade de conhecer em profundidade os conceitos matemáticos para um planejamento adequado a temática e ao nível dos estudantes a que se destina; valorização das metodologias de ensino para a construção dos conceitos matemáticos e do uso de recursos digitais; valorizar a escolha de tarefas que sejam adequadas aos conceitos e a idade dos estudantes a que se destinava o DI; reflexão sobre a importância de avaliação constante durante todo o processo e de reorganização de rotas sempre que necessário.Palavras-chave: Educação Matemática. Formação inicial em Matemática. Design Instrucional. Expressões Numéricas.Instructional design developed with undergraduate students in Mathematics with the theme Numerical ExpressionsAbstractIn initial training, it is important that students be given the opportunity to develop the skills that enable them to act as professionals capable of developing the teaching and learning process. The purpose of this article is to present the results of a case study with Mathematics Degree students when they developed an Instructional Design (DI) and how this enables the development of the skills required of the professional teacher. The DI concept was applied in a didactic situation with five undergraduate students in Mathematics with the theme Numerical Expressions, suitable for students in the 6th year of elementary school. The methodological approach used was qualitative with a focus on the case study. The results show that it was possible to observe that students had the opportunity to work on the following skills: group work based on discussion, reflection and action for the development of the DI; Evaluation and use of digital technologies, such as study materials in PowerPoint and saved in Ispring, Jclic software, online activities; understanding the importance of the need to know in depth the mathematical concepts for an adequate planning to the thematic and at the level of the students for which it is intended; valuation of teaching methodologies for the construction of mathematical concepts and the use of digital resources; become able to choose tasks that are appropriate to the concepts and age of the students for whom the DI was intended; reflection on the importance of constant evaluation throughout the process and of reorganizing routes whenever necessary.Keywords: Mathematical Education. Initial training in Mathematics. Instructional Design. Numerical Expressions.

scholarly journals DISEÑO INSTRUCCIONAL DESARROLLADO CON ESTUDIANTES DE PREGRADO EN MATEMÁTICAS CON EL TEMA EXPRESIONES NUMÉRICAS

PARADIGMA ◽  
2020 ◽  
pp. 636-656
Author(s):  
Claudia Lisete Oliveira Groenwald
Keyword(s):  
Instructional Design ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Initial Training ◽  
Mathematical Concepts ◽  
Study Materials ◽  
Estudio De Caso

En la capacitación inicial, es importante que los estudiantes tengan la oportunidad de desarrollar las habilidades que les permitan actuar como profesionales capaces de desarrollar el proceso de enseñanza y aprendizaje. El objetivo de este artículo es presentar los resultados de un estudio de caso con estudiantes de Grado en Matemáticas cuando desarrollaron un Diseño Instruccional (DI) y cómo esto permite el desarrollo de las habilidades requeridas por el profesor profesional. El concepto de DI se aplicó en una situación didáctica con cinco estudiantes de pregrado en Matemáticas con el tema Expresiones numéricas, adecuado para estudiantes en el sexto año de la escuela primaria. El enfoque metodológico utilizado fue cualitativo con un enfoque en el estudio de caso. Los resultados muestran que fue posible observar que los estudiantes tuvieron la oportunidad de trabajar en las siguientes habilidades: trabajo grupal basado en la discusión, reflexión y acción para el desarrollo del DI; Evaluación y uso de tecnologías digitales, como materiales de estudio en PowerPoint y guardados en Ispring, software Jclic, actividades en línea; Comprender la importancia de la necesidad de conocer en profundidad los conceptos matemáticos para una planificación adecuada a la temática y al nivel de los estudiantes a los que se destina; valoración de metodologías de enseñanza para la construcción de conceptos matemáticos y el uso de recursos digitales; ser capaz de elegir tareas que sean apropiadas para los conceptos y la edad de los estudiantes para quienes el DI estaba destinado; Reflexión sobre la importancia de la evaluación constante durante todo el proceso y de la reorganización de las rutas cuando sea necesario.Palabras clave: Educación Matemática. Formación inicial en Matemáticas. Diseño instruccional. Expresiones Numéricas.Design Instrucional desenvolvido com alunos de licenciatura em Matemática com a temática Expressões NuméricasResumoNa formação inicial é importante que se possibilite que os estudantes tenham oportunidade de desenvolver as competências que os permitam atuar como profissionais capacitados ao desenvolvimento do processo de ensino e aprendizagem. O objetivo deste artigo é apresentar os resultados de um estudo de caso com estudantes de Licenciatura em Matemática ao desenvolveram um Design Instrucional (DI) e como isto possibilita o desenvolvimento das competências exigidas ao profissional professor. O conceito de DI foi aplicado em uma situação didática com cinco estudantes de Licenciatura em Matemática com o tema Expressões Numéricas, indicado para estudantes do 6º ano do Ensino Fundamental. A abordagem metodológica utilizada foi qualitativa com enfoque de estudo de caso. Os resultados apontam que foi possível observar que os estudantes tiveram oportunidade de trabalhar as seguintes competências: trabalho em grupo baseado na discussão, reflexão e ação para o desenvolvimento do DI; Avaliação e utilização das tecnologias digitais, como materiais de estudos no PowerPoint e salvo em Ispring, software Jclic, seleção de atividades online; compreensão da importância da necessidade de conhecer em profundidade os conceitos matemáticos para um planejamento adequado a temática e ao nível dos estudantes a que se destina; valorização das metodologias de ensino para a construção dos conceitos matemáticos e do uso de recursos digitais; valorizar a escolha de tarefas que sejam adequadas aos conceitos e a idade dos estudantes a que se destinava o DI; reflexão sobre a importância de avaliação constante durante todo o processo e de reorganização de rotas sempre que necessário.Palavras-chave: Educação Matemática. Formação inicial em Matemática. Design Instrucional. Expressões Numéricas.Instructional design developed with undergraduate students in Mathematics with the theme Numerical ExpressionsAbstractIn initial training, it is important that students be given the opportunity to develop the skills that enable them to act as professionals capable of developing the teaching and learning process. The purpose of this article is to present the results of a case study with Mathematics Degree students when they developed an Instructional Design (DI) and how this enables the development of the skills required of the professional teacher. The DI concept was applied in a didactic situation with five undergraduate students in Mathematics with the theme Numerical Expressions, suitable for students in the 6th year of elementary school. The methodological approach used was qualitative with a focus on the case study. The results show that it was possible to observe that students had the opportunity to work on the following skills: group work based on discussion, reflection and action for the development of the DI; Evaluation and use of digital technologies, such as study materials in PowerPoint and saved in Ispring, Jclic software, online activities; understanding the importance of the need to know in depth the mathematical concepts for an adequate planning to the thematic and at the level of the students for which it is intended; valuation of teaching methodologies for the construction of mathematical concepts and the use of digital resources; become able to choose tasks that are appropriate to the concepts and age of the students for whom the DI was intended; reflection on the importance of constant evaluation throughout the process and of reorganizing routes whenever necessary.Keywords: Mathematical Education. Initial training in Mathematics. Instructional Design. Numerical Expressions.

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

scholarly journals ACTIVE TEACHING THROUGH MATHEMATICAL PROBLEMS IN PRIMARY SCHOOL / AKTYVUSIS MOKYMAS SPRENDŽIANT MATEMATIKOS UŽDAVINIUS PRADINĖSE KLASĖSE

2020 ◽  
Vol 1 (41) ◽  
pp. 213
Author(s):  
Tamar Dograshvili
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Teaching Process ◽  
Active Teaching ◽  
Mathematical Problems ◽  
Methodological Approaches ◽  
Primary School Pupils

<p>Active teaching is a key component in the education system at all stages of education. In practice, introduction of active teaching in mathematics teaching in primary school poses significant challenges for teachers. To solve this problem, we have developed a methodological approach described in this article. In particular, we suggest an active teaching model whose realization is linked to the inclusion of problems with developmental and interdisciplinary content in the teaching process in mathematics classes. The solutions of these problems are associated with particular themes in mathematics classes. We discuss the methodology for constructing the systems of problems with developmental and interdisciplinary content in accordance with particular themes in mathematics classes in primary school, which is based on the scheme that we developed. We have also analyzed the indicators of including such problems in mathematics classes in primary school and the results of the educational experiment demonstrating that the author’s methodological approaches provide a high quality of mathematical education for primary school pupils, make the teaching process interesting and attractive, and ensure their involvement in the process of active teaching and learning through the systems of specially selected problems.</p><p>Aktyvusis mokymas yra pagrindinis ugdymo sistemos komponentas visais ugdymo etapais. Praktinis aktyviojo matematikos mokymo pradinėse klasėse įgyvendinimas mokytojams kelia rimtų iššūkių. Norėdami išspręsti šią problemą, mes sukūrėme metodinę prieigą, aprašytą šiame straipsnyje. Mes siūlome aktyviojo mokymo modelį, kurio įgyvendinimas yra susijęs su lavinamojo ir tarpdalykinio turinio uždavinių įtraukimu į mokymo procesą matematikos pamokose. Šių uždavinių sprendimai yra susiję su konkrečiomis temomis, nagrinėjamomis per matematikos pamokas. Mes aptariame lavinamojo ir tarpdalykinio turinio uždavinių sistemų konstravimo metodiką, pagrįstą mūsų sudaryta schema, pagal konkrečias pradinių klasių matematikos pamokų temas. Taip pat išanalizavome tokių uždavinių įtraukimo į matematikos pamokas pradinėse klasėse rodiklius ir edukacinio eksperimento rezultatus, parodydami, kad autorės metodinės prieigos lemia aukštą pradinių klasių mokinių matematinio ugdymo kokybę, mokymo procesą daro įdomų bei patrauklų ir užtikrina mokinių dalyvavimą aktyvaus mokymo bei mokymosi procese sprendžiant tikslingai parinktų uždavinių sistemas</p>

Blended Learning Support for Undergraduate Students’ Research and Writing Skills Development

2014 ◽  
pp. 341-368
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier’s (2004) research on academic engagement.

scholarly journals LA DISCIPLINA HISTORIA DE LAS MATEMÁTICAS EN LA UNIVERSIDAD FEDERAL DEL TRIÁNGULO MINERO: UN BREVE INFORME

PARADIGMA ◽  
2020 ◽  
pp. 317-332
Author(s):  
Mônica De Cássia Siqueira Martines
Keyword(s):  
Higher Education ◽  
History Of Mathematics ◽  
Specific Situation ◽  
Initial Training ◽  
Teaching And Research ◽  
History Of ◽  
The Subject ◽  
Estudio De Caso

Este artículo describe los resultados de un experimento que involucró la enseñanza y la investigación en la disciplina de Historia de las Matemáticas, impartido por el autor en la Universidad Federal de Triângulo Mineiro (UFTM) desde el comienzo de la oferta del Grado en Matemáticas en esa institución de educación superior. En este sentido, presentamos el formato de las clases y evaluaciones que se realizan para el tema del estudio que originó este artículo. La investigación desarrollada fue del tipo cualitativo, en particular un estudio de caso, ya que la experiencia descrita y explicada se centra en la preocupación por los aspectos de la realidad del aula de una sola situación específica. Los resultados muestran la necesidad de reflexión constante, diálogo y posibles cambios en la didáctica en el aula, ya que los estudiantes, cada día, son diferentes en un mundo globalizado e informatizado. También revelan la necesidad de invitar a los estudiantes a asumir el papel de protagonistas, de modo que las formas de evaluación para cada clase puedan modificarse.Palabras clave: Historia de las matemáticas; Evaluación; Formación inicial de profesores de matemáticas. THE DISCIPLINE HISTORY OF MATHEMATICS AT THE FEDERAL UNIVERSITY OF THE MINING TRIANGLE: A BRIEF REPORT AbstractThis article describes the results of an experiment that involved teaching and research in the History of Mathematics discipline, taught by the author at the Federal University of Triângulo Mineiro (UFTM) since the beginning of the offer of the Degree in Mathematics at that institution of higher education. In this sense, we present the format of the classes and assessments that are carried out for the subject of the study that originated this article. The research developed was of the qualitative type, particularly a case study, since the experience described and explained is centered on the concern with aspects of the classroom reality of a single specific situation. The results show the need for constant reflection, dialogue and possible change in the didactics in the classroom, since the students, each day, are different in a globalized and computerized world. They also reveal the need to invite students to assume the role of protagonists, so that the forms of assessment for each class can be modified.Keywords: History of Mathematics; Evaluation; Initial training of mathematics teachers.A DISCIPLINA HISTÓRIA DA MATEMÁTICA NA UNIVERSIDADE FEDERAL DO TRIÂNGULO MINEIRO:UM BREVE RELATO ResumoEste artigo descreve os resultados de uma experiência que envolveu ensino e pesquisa na disciplina História da Matemática, ministrada pela autora na Universidade Federal do Triângulo Mineiro (UFTM) desde o início da oferta do curso de Licenciatura em Matemática na referida instituição de ensino superior. Neste sentido apresentamos o formato das aulas e avaliações que são realizadas para a disciplina foco do estudo que originou este artigo. A pesquisa desenvolvida foi do tipo qualitativa, particularmente um estudo de caso, uma vez que a experiência descrita e explicada está centrada na preocupação com os aspectos da realidade da sala de aula de uma única situação especifica. Os resultados mostram a necessidade de constante reflexão, diálogo e possível alteração na didática em sala de aula, visto que os(as) alunos(as), a cada dia, se mostram diferentes perante um mundo globalizado e informatizado. Revelam, também, a necessidade de convidar os(as) alunos(as) a assumirem o papel de protagonistas, fazendo com que as formas de avaliação de cada turma possam ser modificadas.Palavras-chave: História da Matemática; Avaliação; Formação inicial de professores de matemática.

scholarly journals LOS PROCESOS DE AUTOEVALUACIÓN Y ACREDITACIÓN: SU INCIDENCIA EN LA GESTIÓN DE LA CALIDAD. UN ACERCAMIENTO POR MEDIO DEL ESTUDIO DE CASO. THE SELF-ASSESSMENT AND ACCREDITATION PROCESSES: THEIR IMPACT ON QUALITY MANAGEMENT. AN APPROACH THROUGH CASE STUDY RE

2012 ◽  
Vol 3 (1) ◽  
pp. 140-156
Author(s):  
Javier Cox-Alvarado
Keyword(s):  
Quality Management ◽  
Methodological Approach ◽  
The Self ◽  
Academic Excellence ◽  
Self Assessment ◽  
Self Evaluation ◽  
Study Case ◽  
The Impact ◽  
Estudio De Caso

Este artículo es un avance de una investigación, la cual pretende comprender la incidencia  de los procesos de autoevaluación y acreditación en la gestión de calidad en la Universidad Estatal a Distancia (UNED), desde la perspectiva de tres encargados de carreras acreditadas, por medio de un  abordaje metodológico de investigación centrado en el estudio de caso.Palabras clave: Autoevaluación, acreditación, gestión de la calidad, excelencia académica, estudio de caso.AbstractThis article is an advance of an investigation, which seeks to understand the impact of self-assessment and accreditation processes in quality management at the Universidad Estatal a Distancia (UNED), since the perspective of three directors of accredited programs, through a methodological approach focused in study case research.Keywords: Self-evaluation, accreditation, quality management, academic excellence, case study.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

Blended Learning Support for Undergraduate Students' Research and Writing Skills Development

2015 ◽  
pp. 537-564
Author(s):  
Asako Yoshida
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Learning Support ◽  
Learning Practices ◽  
University Of Manitoba ◽  
Main Barrier ◽  
The University

In this exploratory study, a subject librarian and a writing instructor investigated the potential of designing blended learning around research paper assignments in the context of two foundational courses in the Faculty of Human Ecology at the University of Manitoba, Canada. The objective was to explore alternative, more embedded learning support for undergraduate students. The significance of blended learning support was situated in the broader literature of the teaching and learning practices in higher education. In this case study, descriptions of blended learning support for facilitating student learning, and of the main barrier to its implementation are provided. Based on what was learned in the exploratory study, the chapter provides working guidelines for designing and developing blended learning support, mainly drawing from Butler and Cartier's (2004) research on academic engagement.

scholarly journals Implementing social projects with undergraduate students: an analysis of essential characteristics

2020 ◽  
Vol 22 (1) ◽  
pp. 198-214
Author(s):  
Izabela Simon Rampasso ◽  
Renê Grottoli Siqueira ◽  
Vitor W.B. Martins ◽  
Rosley Anholon ◽  
Osvaldo Luiz Gonçalves Quelhas ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Social Entrepreneurship ◽  
Local Community ◽  
Methodological Approach ◽  
Content Type ◽  
Community Needs ◽  
Starting Point ◽  
Method Analysis ◽  
Practical Implications

Purpose This study aims to analyse the essential characteristics for the success of social projects developed with undergraduate students of higher education institutions (HEIs). Design/methodology/approach A case study was conducted to verify the main characteristics of projects in a social entrepreneurship initiative. These features were used to perform a survey with experts to understand which of these items are essential for social projects success, through Lawshe’s method. Findings Of the ten items evaluated, two were considered essential by the experts: “Proper alignment between project scope and actual local community needs” and “Good level of interaction between students participating in the project and the local community”. Practical implications These findings can be useful for professors and coordinators to prepare future projects in HEIs. They may also be advantageous for researchers who may use them as a starting point for future studies. Originality/value The novelty of this study is the methodological approach used: a case study of projects in a social entrepreneurship initiative in a relevant Brazilian university; and a Lawshe’s method analysis of responses of experts in social projects developed in HEIs. The findings can greatly contribute to the debates in this field. No similar research was found in the literature.

scholarly journals Uma investigação sobre a inserção da Educação Financeira em um Curso de Serviço de Matemática Financeira para graduandos de um curso de Administração A research about the insertion of Financial Education in a Course of Service of Financial Mathematics for undergraduate students of an Administration course

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Marco Aurélio Kistemann ◽  
Wesley Carminati Teixeira
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Financial Education ◽  
Mathematical Finance ◽  
Financial Mathematics ◽  
Qualitative Research Methodology ◽  
Educational Product ◽  
Qualitative Nature

A pesquisa descrita neste artigo, de caráter qualitativo, tem como temática central a Educação Financeira. O objetivo nele proposto é o de investigar se a aplicação de um Curso de Serviço de Matemática Financeira, para estudantes do Ensino Superior, de um curso de Administração, que inclua em seu bojo temas da Educação Financeira, pode despertar um espírito crítico, nas tomadas de decisões e posturas, destes futuros administradores inseridos numa sociedade de consumo. Nos inspiramos teoricamente nas ideias da Educação Matemática Crítica, nas pesquisas em Educação Financeira de Kistemann Jr. (2011), sobre a produção de significados e as tomada de decisão de indivíduos-consumidores. Foi utilizado o Estudo de Caso como metodologia de pesquisa qualitativa, embasado nos trabalhos de Ponte e de Yin, que validaram as análises dos perfis dos sujeitos de pesquisa e das respostas encontradas nas atividades desenvolvidas. The research described in this article, of a qualitative nature, has as its central theme the Financial Education. The goal of this study was to investigate whether the application for a course of service of Financial Mathematics, with themes of financial education for students in higher education from a course of the Administration, could awaken a critical spirit, in decision making, these future administrators. Our theoretical inspirations are the ideas of Mathematics Education criticism, in research on Financial Education of Kistemann Jr. (2011), Costa (2012), Hermínio (2008), Campos (2013), Barroso (2013), Resende (2013) and Teixeira (2015). We used the Case Study as a qualitative research methodology, based on the work of Ponte and Yin, which validated the analyses of the profiles of the study subjects and the responses found in the activities undertaken. As the main result of this research highlights the educational product "the insertion of financial education in a course of service of Financial Mathematics, for students of a course in Administration" which had as main objective to propose an alternative to the teaching and learning of mathematical finance in higher education, with the presentation of scenarios for research, with themes concerning the consumption and use of financial instruments

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