O ensino de juros simples e compostos em uma perspectiva investigativa

Abstract

This study aimed to develop a didactic sequence based on inquiry, merging Mathematical Inquiry in the Classroom along with Scenarios for Inquiry within the context of Adult and Youth Education (AYE), contrasting it with the traditional practice of mathematical teaching. Guided by exploring the challenges and potentialities of this approach in teaching interest rates, a bibliographical study of the authors, the mathematical concept, productions with a similar approach and subject of study were conducted, followed by the development of a didactic sequence, implementation in the school, and subsequent qualitative analysis of the data produced during the process. After studying the main authors, Pedro da Ponte (2006) and Ole Skovsmose (2000), it was possible to establish a dialogue between them in a way that appropriately addressed simple and compound interest rates within the realm of Financial Education while simultaneously establishing a practical sense for concepts related to Financial Mathematics. Analysis of field notes highlighted the need to encourage a more argumentative and reflective approach towards mathematical concepts, contrasting mere exercise resolution, when aiming for active student participation in knowledge construction, in line with the authors' studies. The investigative methodology sparked greater engagement and stimulated students' mathematical reflection, demonstrating potential for the development of reasoning skills, problem-solving, and deeper conceptual understanding. However, challenges in the effective implementation of this methodology were identified, primarily related to students' familiarity and resistance to a change in thinking in mathematics education. These findings offer valuable insights to enhance the practice of teaching simple and compound interest rates, underscoring the relevance and challenges of applying Mathematical Inquiry as an innovative pedagogical strategy.