CONCIOUSNESS AND TEACHING OF FINANCIAL MATHEMATICS: AN EXPERIENCE BY USING OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES

It is razonable to infer that the insertion of Digital Information and Communication Technologies (DICTs) can make the Financial Mathematics classes more interesting and enabling a more practical and contextualized approach of the contents. This paper aims at investigating the main contributions the technologies can play on the process of these content's teaching, since the teachers are bonded to boring classes instead of trying new experiences and discoverings. In order to reach such Purposes, an exploratory research featured by both qualitative and quantitative aspects was carried out in the period from February, 2016 up to May, 2017 with high school students from the city of Para de Minas, state of Minas Gerais, Brazil. As a support to the main objective to comparative effects and become understandable how the reality of Financial Mathematics in Brazilian public schools is, quantitative questionnaires were also applied to the high school teachers to verify which methodologies are more used by them.