Um panorama de conceitos financeiros nos currículos canadenses: o caso de juros simples e compostos
DOI:
https://doi.org/10.51359/2177-9309.2025.265691Parole chiave:
Matemática financeira, juros simples, juros compostos, currículo internacional, numeracia financeira, alfabetização financeira, Educação FinanceiraAbstract
Neste artigo, exploramos as maneiras pelas quais juros simples e compostos (referidos no artigo pelo acrônimo inglês SCI) são incorporados à matemática do ensino médio nos programas curriculares das províncias do Canadá. A análise comparativa de documentos de todos os dez currículos provinciais revelou uma miríade de abordagens que propõem que o SCI seja ensinado da 5ª à 12ª série para diferentes perfis de alunos (acadêmicos, não acadêmicos) em múltiplas vertentes matemáticas: aritmética (número), álgebra (discreto e funções exponenciais), dados e probabilidade, educação financeira, matemática financeira e vertentes específicas de finanças (banco, juros e crédito, gestão de dinheiro, etc.). No geral, essa inconsistência na integração do JSC no Canadá é provavelmente o resultado da falta de consenso na pesquisa em educação matemática em relação à alfabetização financeira e seu papel na disciplina de matemática.
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