Matemática financeira e educação financeira: análise de livros didáticos

Abstract

The general objective of this work was to analyze a collection of Elementary School textbooks relating to the approach and activities of Financial Mathematics and Financial Education. The focus of the analysis was based on percentage content, since the skills of the BNCC National Common Curricular Base (Brazil, 2018) propose percentage work in the context of Mathematics/Financial Education. Our research work was qualitative, bibliographic in nature, and was theoretically based on texts from other researchers, in addition to the BNCC document. Regarding the results of our study, it is in the books for the 6th to 9th years of Elementary School that we find more activities linked to Financial Mathematics, but there are no proposals for the use of technologies, whether in the approach to the content or in the activities directed to the topic. In the 6th year book, despite the author covering percentage content in more than one Chapter, we found few activities, with some limited to direct calculations, without contexts. In the 8th grade book we did not find activities related to the theme. We conclude, therefore, the need to include technologies in the context of Financial Education, ensuring that student learning occurs actively and takes into account current training demands. Furthermore, we believe it is important to expand contextualized activities linked to BNCC skills, expanding students' training in Financial Education.