Proposal for a reference didactic model for teaching financial mathematics in youth and adult education

Abstract

This study, part of a doctoral dissertation in Science and Mathematics Education, aimed to present a Reference Didactic Model (MDR) for teaching Financial Mathematics (MF) in secondary education for young adults and adults (EJA). The qualitative research was based on a formative study session with EJA Mathematics teachers at a state school in Carpina, Pernambuco, affiliated with the Mata Norte Regional Management Office. Based on an analysis of official documents and associated praxeologies, the authors sought to develop a MDR focused on percentages, linking curriculum organizers with teaching situations proposed by the teachers themselves. The following stand out as results: reflection on the rationale for MF knowledge in EJA, which allows us to understand that this knowledge, when appropriately developed, contributes to personal and professional development, as well as to the inclusion and autonomy of individuals as conscious consumers; identification of conditions and constraints related to the teaching object in the form of personal relationships, beyond knowledge; The active participation of teachers as co-participants in the process allowed for the development of a model aligned with the specificities of the modality, fostering more informed pedagogical choices and strengthening the educational process in schools. The developed MDR can not only promote effective coordination between the skills outlined in the modality's official documents and the established praxeological frameworks but can also enhance the development of contextualized pedagogical practices, valuing the praxeological dimension of teaching for EJA.