Matemática financeira: despertando a consciência financeira em crianças e adolescentes

Abstract

Financial Mathematics plays a fundamental role in students’ education, as its concepts are directly related to everyday situations involving consumption, planning, and financial decision-making. However, its approach in Basic Education still faces challenges, particularly with regard to the contextualization of content and the availability of pedagogical materials that support teachers’ classroom practices. In this context, this study aims to develop didactic games and teaching sequences for the instruction of Financial Mathematics at different stages of Basic Education, with a focus on supporting teaching practice. The research has a propositional nature and adopts a qualitative approach, centered on the development of educational products applicable to the school context. Three original didactic games were developed — Mercadinho da Matemática, Família emEquilíbrio, and Simulador de Investimentos — each accompanied by structured tea ching sequences designed to guide their use in the classroom. The application of two of these games in a school setting had a pedagogical and formative character, enabling the analysis of the contributions of the materials to the mobilization of Financial Mathematics concepts, decision-making processes, and student learning. The results indicate that the games and teaching sequences constitute viable and relevant pedagogical resources, contributing to the contextualization of Financial Mathematics teaching and to the support of teachers’ work in Basic Education.