Educação financeira crítica e a aprendizagem matemática: um estudo à luz da teoria dos registros de representação semiótica

Abstract

The general objective of this study is to analyze the knowledge mobilized/produced by high school students regarding Critical Financial Education, according to the Theory of Semiotic Representation Registers. Guided by the following research question: “How can a teaching and learning process implemented in light of the Theory of Semiotic Representation Records enhance the mobilization/production of students' mathematical knowledge and influence the understanding of concepts related to Financial Education?” The specific objectives are: a) to investigate teaching situations that provide students with favorable conditions to attribute sense and meaning to mathematical objects, in view of the mobilization/production of mathematical knowledge, according to Raymond's Theory of Semiotic Representation Registers Duval; b) verify how conversion transformations contribute to the different registers of semiotic representation (mother tongue; algebraic register; numerical register; fractional register; in percentage; in decimal), in the learning processes of mathematical objects; c) to investigate the level of mathematical knowledge of the students when performing the conversion between the different registers of semiotic representation and the treatment of these objects. The research is based on the Theory of Registers of Semiotic Representations (TRRS). The starting point was constituted through the elaboration and development of sequences of activities composed from problem situations of the students' reality, raising discussions in the scope of Critical Financial Education. For data collection, sequences of activities developed in a 1st year class of High School in Full Time (EMTI) were used. This class is from a state public school, located in the city of Montes Claros/MG. The application of activities was during the months of October and November (2022). The data analysis was carried out following TRRS and Critical Financial Education. The results allow us to infer that school practices aligned with the students' reality tend to awaken in them a better engagement for the benefit of the construction of mathematical knowledge and, in turn, contribute to the formation/construction of a critical, autonomous subject, capable of playing a role active in society, reacting to social contradictions. In relation to the calculation procedures carried out by the students, the results demonstrate gaps in learning that reverberate in oral or written communication in their records. They also point to evidence of the importance of linking Mathematics learning and Financial Education to the benefit of building a healthy financial life and its use in everyday life.