Teaching Financial Mathematics Through a Critical Approach in a University Environment

• Celso Ribeiro Campos ^[1] ; Aurélio Hess ^[1] ; Renata Moura Sena ^[1]
  1. [1] Pontifícia Universidade Católica de São Paulo

     Pontifícia Universidade Católica de São Paulo

     Brasil

     
• Localización: Sociopolitical Dimensions of Mathematics Education: From the Margin to Mainstream / Murad Jurdak (ed. lit.), Renuka Vithal (ed. lit.), 2018, ISBN 978-3-319-72609-0, págs. 113-132
• Idioma: inglés
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• Resumen

  • Financial education shares commonalities with the concept of education for citizenship particularly when it deals with social problems, for example family debts and/or irresponsible consumption. In this chapter, we present an approach, involving constructing a modelling activity in an undergraduate financial mathematics course, to connect financial education with mathematics education. In particular, critical mathematics education elements were incorporated in this activity to explore a critical financial education. Therefore, the aim of this chapter is to explore the affordances of a critical financial education through the adoption of a modelling pedagogy with roots in a democratic dialogic pedagogy, applied in the particular situation of Brazil. We observed an intense student involvement and great interest in the subject. Based on our experience, we claim to have achieved some financial education goals, as well as facilitated the students’ participation in a critical discourse when debating themes they themselves proposed