Educação financeira e educação matemática: inflação de preços

Abstract

The present work is aimed at investigating the elaboration of classroom tasks on price inflation for use in late primary school years as well as analyzing the meaning produced by the students for these tasks. The study has a qualitative approach of investigation and the interpretation of meaning production, together with task production by the participants, is theoretically supported by the Model of Semantic Fields as proposed by Romulo Campos Lins. Fieldwork has shown the potential for classroom tasks to stimulate the understanding of price inflation. The set of tasks presented is part of a curriculum proposal for Financial Education Teaching within schools which aims to include it in the current Maths curriculum for primary schools.