Experiências computacionais para a educação financeira : um estudo de caso no ensino de juros compostos

Abstract

This research aims to investigate and propose activities that promote computational experiences related to Financial Education, through the teaching of compound interest, supported by Ausubel's Meaningful Learning principles. Currently, much of the global economy is driven by the consumption of various products. Therefore, it is necessary to promote the development of skills in students that assist them in making informed decisions. The National Common Curricular Base lists skills related to Financial Education as mandatory among the curricular components, but few schools are able to meet this demand. Therefore, this research sought to answer the following question: "How does the use of MIT App Inventor, related to the Meaningful Learning theory, aid in the learning of compound interest?" To this end, the objective was to design and evaluate a set of teaching activities, selecting those potentially significant for the development of skills related to Financial Mathematics, within the context of Financial Education, using the MIT App Inventor programming environment. To this end, a teaching sequence was developed and implemented in an 8th-grade elementary school class, encompassing strategies such as mathematical investigation, gamification, problem-solving, and computational activities, with the aim of promoting meaningful learning. The development of apps was designed as a motivating and engaging resource for students, in addition to developing various computational logic and mathematical skills. The results showed that the use of active methodologies and technological resources favored students' participation, engagement, and conceptual understanding of simple and compound interest. Improvements were observed in their ability to interpret financial situations, correctly use formulas and units of measurement, and understand the impact of time and interest rates on calculations. MIT App Inventor proved to be an efficient tool for integrating theory and practice, allowing students to apply mathematical knowledge in a functional, creative, and meaningful way. The conclusion is that the use of computational experiences integrated with the theory of Meaningful Learning represents an effective and innovative approach to teaching Financial Mathematics. The proposal helped bring mathematics closer to everyday life, developing students' logical reasoning, autonomy, and critical awareness when faced with real-life consumption and investment situations. Thus, the study reinforces the role of schools in developing more critical, responsible, and financially aware citizens. [resumo fornecido pelo autor]