A matemática financeira e a estatística como ferramentas para uma gestão financeira consciente
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Data
2016-01-22
Autores
Santos, Silvio Ronaldo dos [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
As matérias veiculadas por jornais, revistas e televisão sobre inadimplência nos chamam a atenção, pois os jovens aparecem no topo da lista dos maus pagadores - motivo que despertou nos educadores do componente curricular de matemática o interesse sobre o assunto. Alertados sobre o problema, decidiram realizar um projeto com os alunos do 2.º ano do Ensino Médio da Escola Técnica Prof. Massuyuki Kawano, da cidade de Tupã, na tentativa de que os jovens refletissem sobre a sua vida financeira frente à sociedade consumista em que vivemos. O objetivo do projeto era o de apresentar ferramentas aos jovens do Ensino Médio que os convencessem sobre a importância da organização e planejamento de sua vida financeira. Esta reflexão baseou-se desde a organização de uma planilha de controle de receitas e despesas, conhecimento de mercado financeiro, formas de financiar bens e serviços, conhecimento dos programas de inclusão universitária governamentais até as formas de aposentadoria. O desenvolvimento do projeto ocorreu em etapas: no início, as aulas de matemática financeira e estatística exploraram os conceitos e cálculos necessários ao conhecimento formal dos conteúdos pelos alunos; uma pesquisa foi realizada junto às famílias dos alunos, utilizando uma planilha de receitas e despesas, com intuito de conhecer sua situação socioeconômica, para direcionar ações que viessem ao encontro das necessidades e anseios de formação intelectual e de cidadania dos alunos; aos poucos foram apresentadas situações cotidianas obtidas através de jornais e revistas, exemplificando que a falta de organização e planejamento financeiro podem causar problemas de ordem financeira e social às pessoas. Almejou-se conduzir os alunos ao conhecimento teórico do assunto, evidenciando a necessidade de aprofundamento sobre o tema, para seu próprio bem e para o bem comum. Para aferir ganho de aprendizagem sobre os conteúdos de matemática financeira e estatística, inicialmente os alunos responderam uma lista de exercícios contextualizados com intuito de sondagem de conhecimentos prévios. Após o desenvolvimento desses conteúdos, uma nova lista de exercícios - que contemplavam as mesmas habilidades e competências da lista anterior - foi respondida pelos mesmos alunos. Um teste estatístico foi aplicado comparando de forma pareada os acertos de cada aluno. Os resultados apontaram uma melhoria de 45% nos acertos das questões, evidenciando ganho de aprendizagem. Na etapa seguinte, os alunos se organizaram em grupos e escolheram temas pertinentes, elaboraram planilhas para coleta de dados sobre a economia doméstica e estatística, coletaram os dados em pesquisa de campo, analisaram e montaram as apresentações que seriam socializadas em seminário na sala de aula. Este conhecimento possibilitou aos alunos não só uma melhoria em suas atitudes no campo financeiro como também permitiu que conscientizassem as pessoas das comunidades em que vivem sobre o consumismo e suas desvantagens. Posteriormente, estas apresentações chegaram à comunidade através de minicursos promovidos pela Unidade Escolar, para disseminação do conhecimento aos leigos.
The matters linked in newspapers, magazines and television on the default called us attention because young people appeared at the top of the list of bad debtors - reason that sparked interest on the subject, the curriculum component of mathematics educators. Alerted to the problem, they decided to carry out a project with the students of the 2nd year of high school at Etec Prof. Massuyuki Kawano, from the city of Tupa, trying to make young people reflect on their financial life front the consumer society in which we live. The objective of the project was to provide tools to teenagers at High School leading them to understand the importance of the organization and planning their financial life. This reflection was from the organization of a revenue and expense tracking spreadsheet, financial market knowledge, ways to finance goods and services, knowledge of government university programs to include forms of retiring. The project development occurred in stages: at first, the financial mathematics and statistics classes explored the necessary concepts and calculations for the formal knowledge of the subjects by the students; a survey was conducted with the families of the students, using a sheet of revenue and expenditure, in order to know their socioeconomic situation, to direct actions that they would meet the desires and necessities of intellectual formation and students' citizenship; gradually obtained everyday situations were presented in newspapers and magazines, illustrating that the lack of organization and financial planning can cause people financial and social problems. It aimed to lead students to the theoretical knowledge of the subject, highlighting the need for further on the subject, for their own good and for the common good. To measure learning gains on financial mathematics and statistics content, initially the students answered a list of contextualized exercises aiming to survey prior knowledge. After the development of these contents, a new list of exercises - which contemplated the same skills and competencies of the previous list – was answered by the same students. A statistical test was performed comparing paired shape the successes of each student. The results showed an improvement of 45 % in the successes of the questions, showing gain learning. In the next step, students were organized into groups and chose relevant topics, they prepared spreadsheets for data collection and statistics on domestic economy, collected data on field research analyzed and assembled presentations that were socialized at a seminar in the classroom. This knowledge enabled students not only an improvement in their attitudes in the financial field but it also allowed them to aware people of the communities where they live on consumerism and its disadvantages. Later these presentations arrived to the community through short courses promoted by the School Unit, for dissemination of knowledge to laymen.
The matters linked in newspapers, magazines and television on the default called us attention because young people appeared at the top of the list of bad debtors - reason that sparked interest on the subject, the curriculum component of mathematics educators. Alerted to the problem, they decided to carry out a project with the students of the 2nd year of high school at Etec Prof. Massuyuki Kawano, from the city of Tupa, trying to make young people reflect on their financial life front the consumer society in which we live. The objective of the project was to provide tools to teenagers at High School leading them to understand the importance of the organization and planning their financial life. This reflection was from the organization of a revenue and expense tracking spreadsheet, financial market knowledge, ways to finance goods and services, knowledge of government university programs to include forms of retiring. The project development occurred in stages: at first, the financial mathematics and statistics classes explored the necessary concepts and calculations for the formal knowledge of the subjects by the students; a survey was conducted with the families of the students, using a sheet of revenue and expenditure, in order to know their socioeconomic situation, to direct actions that they would meet the desires and necessities of intellectual formation and students' citizenship; gradually obtained everyday situations were presented in newspapers and magazines, illustrating that the lack of organization and financial planning can cause people financial and social problems. It aimed to lead students to the theoretical knowledge of the subject, highlighting the need for further on the subject, for their own good and for the common good. To measure learning gains on financial mathematics and statistics content, initially the students answered a list of contextualized exercises aiming to survey prior knowledge. After the development of these contents, a new list of exercises - which contemplated the same skills and competencies of the previous list – was answered by the same students. A statistical test was performed comparing paired shape the successes of each student. The results showed an improvement of 45 % in the successes of the questions, showing gain learning. In the next step, students were organized into groups and chose relevant topics, they prepared spreadsheets for data collection and statistics on domestic economy, collected data on field research analyzed and assembled presentations that were socialized at a seminar in the classroom. This knowledge enabled students not only an improvement in their attitudes in the financial field but it also allowed them to aware people of the communities where they live on consumerism and its disadvantages. Later these presentations arrived to the community through short courses promoted by the School Unit, for dissemination of knowledge to laymen.
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Palavras-chave
Estatística, Matemática financeira, Aprendizagem, Jovens, Statistics, Financial mathematics, Learning, Young people