PEDAGOGICAL PRACTICES IN THE TEACHING OF FINANCIAL MATHEMATICS: ANALYSIS AND PROPOSALS FOR BASIC EDUCATION

Source abstract

This study is justified by the relevance of Financial Mathematics in educating students capable of understanding situations related to consumption, credit, planning, and financial decision-making. The objective is to discuss the importance of diversified and contextualized pedagogical practices for teaching Financial Mathematics in Basic Education and to present proposals for didactic activities. The research is characterized as qualitative, bibliographical, and descriptive, developed through the survey and analysis of academic publications, educational documents, and materials related to Financial Mathematics and Financial Education. Proposals involving educational games, problem situations, financial applications, and household financial planning were systematized, addressing percentages, interest, discounts, increases, principal, and amount. It is concluded that contextualized strategies can expand the methodological possibilities of teaching, favoring interpretation, problem solving, planning, and decision-making, and may be adapted by teachers to the characteristics and needs of each class and to the pedagogical objectives defined in each educational context in different contexts.