O uso de objeto virtual de aprendizagem para um ensino contextualizado da matemática financeira

Abstract

Know the history of that work is fundamental contents, and this work begins presenting mathematics financial through history as the beginning of human existence came to trade (SCHNEIDER, 2008), so with the passage of time came several currency to reach the Real we use nowadays (BRASIL, 2004; OLIVEIRA, 2008; LAGO, 2004), due to the development of trade, and then Oliveira (2008), Junior (2012) and Sobrinho (2000) conceptualize and explain the contents of the Financial Mathematics are taught in Elementary and High School, however, it is necessary to show the importance of working this content in context by means of technological resources in the classroom because some students do not know and identify the importance of this discipline in their daily lives. In addition to Demo (2009) and Miskulin (2012) educators should insert different resources in your practice as a complement to its methodology, but insecurity and lack of knowledge do not end up using. However our aim is to show the development and implementation of Virtual Learning Object (OVA), then work back some authors as Benite, Benite and Filho (2011) and Alexander et al. (2010) explain that this resource, and others like Bell and Foglerl (1995) and Maciel and Backes (2012) addressing the advantages of this object as to its use in the classroom. Thus, to enrich this work was developed and implemented this feature as a teaching contextualized the Financial Mathematics for students of the 3º year of the class A Middle Application of State College Teaching Professor Manuel Whitewashed located in the city of Goiás-GO from that application, a questionnaire was applied in order to obtain data to analyze how is going on the inclusion of ICT in that school environment and also allowing students to evaluate the virtual learning object they explored, this happened in order to assess and analyze resource and work in question.