The approach to finance in High School Mathematics textbooks.
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| Title: | The approach to finance in High School Mathematics textbooks. |
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| Alternate Title: | El enfoque de las finanzas en los libros didácticos de Matemáticas de Bachillerato. A abordagem das finanças nos livros didáticos de Matemática do Ensino Médio. |
| Authors: | Conrado, Gabriela Dutra Rodrigues1 gabriela.conrado@ifpb.edu.br, Pozzobon, Marta Cristina Cezar2 martacezarpozzobon@gmail.com |
| Source: | Educação Matemática Debate. Aug2025, Vol. 9 Issue 18, p1-17. 17p. |
| Subject Terms: | *Finance education, *Textbooks, *Curriculum, *Discourse analysis, *Citizenship, Financial economics, Mathematics |
| People: | Foucault, Michel, 1926-1984 |
| Abstract (English): | This study aims to examine the topic of finance in High School Mathematics textbooks, specifically in chapters on Financial Mathematics and/or Financial Education. To this end, chapters dealing with the topic were selected from three collections of textbooks published in 2013, 2016, and 2020. The empirical material was processed based on Foucault's theories on discourse, consisting of three stages of analysis: reading, selection, and grouping of fragments related to the research objective. The analysis of the materials showed that finance in the Mathematics curriculum contributes to the constitution of citizens with rights and to the formation of individuals motivated by their interests. It was concluded that textbooks create and normalize patterns of behavior according to contemporary rationalities. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En este artículo, se pretende problematizar la temática de las finanzas en los libros de Matemáticas para el curso de Bachillerato, en capítulos de Matemáticas Financieras y/o Educación Financiera. Para ello, se han buscado capítulos que traten el tema de investigación en tres colecciones de libros didácticos publicadas en los años 2013, 2016 y 2020. El tratamiento del material empírico se realizó inspirándose en las teorizaciones foucaultianas sobre el discurso y consistió en tres movimientos de análisis: lectura, selección y agrupamiento de fragmentos relacionados con el objetivo de la investigación. El análisis de los materiales mostró que las finanzas en el currículo de Matemáticas colaboran tanto en la constitución de ciudadanos con derechos como en la formación de sujetos movidos por sus intereses. En conclusión, se observa que los libros de texto crean y normalizan patrones de comportamiento según las racionalidades vigentes en la actualidad. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Nesta pesquisa, objetiva-se problematizar a temática de finanças em livros didáticos de Matemática para o Ensino Médio, em capítulos de Matemática Financeira e/ou Educação Financeira. Para tanto, selecionaram-se capítulos que tratavam do tema em três coleções de livros didáticos, publicadas nos anos de 2013, 2016 e 2020. Realizou-se o tratamento do material empírico com inspiração nas teorizações foucaultianas sobre discurso, consistindo em três movimento de análise: leitura, seleção e agrupamento de fragmentos relacionados ao objetivo da investigação. A análise dos materiais evidenciou que as finanças no currículo de Matemática colaboram para constituição de cidadãos de direitos e para a formação de sujeitos movidos por seus interesses. Conclui-se que os livros didáticos criam e normalizam padrões de comportamento, segundo racionalidades contemporâneas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study aims to examine the topic of finance in High School Mathematics textbooks, specifically in chapters on Financial Mathematics and/or Financial Education. To this end, chapters dealing with the topic were selected from three collections of textbooks published in 2013, 2016, and 2020. The empirical material was processed based on Foucault's theories on discourse, consisting of three stages of analysis: reading, selection, and grouping of fragments related to the research objective. The analysis of the materials showed that finance in the Mathematics curriculum contributes to the constitution of citizens with rights and to the formation of individuals motivated by their interests. It was concluded that textbooks create and normalize patterns of behavior according to contemporary rationalities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25266136 |
| DOI: | 10.46551/emd.v9n18a08 |
