Práticas de escrita no ensino e na aprendizagem da matemática financeira

Abstract

The focus of this research is to analyze the potential of writing in the teaching and learning process of nancial mathematics in high school. To carry out this study, we decided to resort to studies by Nacarato (2011, 2013) and Powel (2001), which re ect on the use of writing in the process of teaching and learning mathematics, as well as following the principles of content analysis proposed by Bardin (1977). Our research data were produced from the application of a sequence of activities in which we sought to associate the teaching of nancial mathematics with the use of written records, in a third-grade high school class at a school in the State Public Network of Ceará in city of Tianguá. We veri ed that mathematical writing is a channel of interaction between teacher and student, since by describing the step-by-step resolution of questions, for example, the student reviews the content, thus favoring better understanding, as well as revealing, through writing, their learning and doubts, enabling the teacher to plan their teaching interventions. We realized that the proposed sequence of activities enables signi cant learning of nancial mathematics, as it includes real situations of using percentage, simple and compound interest, as well as favoring the formation of critical and re ective students, with the ability to express and argue in resolving issues. mathematical problems.