Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education

Abstract

Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.

Integrating financial literacy into economics courses through digital tools: the Finlite app

“…Electronic devices may have a significant impact on financial literacy learning. This highlights that digital tools could promote financial literacy in line with previous studies (Ferreira and Bisognin, 2020; Popovich et al , 2020; Amagir et al , 2019; Kuntze et al , 2019; Angel, 2018). The study’s results show that through discussion with peers, students also improved their understanding of problem-solving.…”

“…The literature on financial literacy indicates that digital tools such as videos, games, cartoons, movies and others could enhance financial literacy effectively (Ferreira and Bisognin, 2020; Popovich et al , 2020; Amagir et al , 2019; Kuntze et al , 2019; Angel, 2018; Kalmi, 2017; Lusardi et al , 2015). Of these tools, video is the most effective in promoting financial literacy among students.…”

“…As mobile learning is growing important, it is reasonable to do a further study on it. Aside from the media used by the researchers, studies which applied quantitative research with the experimental design were also used except Ferreira and Bisognin (2020) and Amagir et al (2019), which used qualitative research.…”

Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach

“…Her scores stabilized faster at school when the test was conducted at the baseline stage as she had a stable ability over time in a few minutes in one day. Repeated but meaningful exercises in her daily activities provide a strong stimulus for learning, in accordance with the stages of the MRE approach (Ferreira & Bisognin, 2020) (Do et al, 2021).…”

Incorporating financial literacy in video clips amongst high school students

“…Almost all of the mentioned studies were stand-alone financial literacy programs, except for Reference [50], which] integrated financial literacy into mathematics. A total of 86.6% of the mentioned studies employed quantitative research designs, except for studies [44], [46].…”