A intrínseca relação entre educação financeira e educação previdenciária, mais especificamente pela interação destes dois fatores como determinante no bem estar do indivíduo na fase pós-laboral, faz da educação financeira uma importante ferramenta de disseminação da cultura previdenciária. Em um âmbito nacional, diante de iniciativas de órgãos previdenciários como PREVIC, se estabeleceu a importância de ações e programas de educação financeira em Entidades de Previdência Complementar, surgindo a demanda em compreender, mensurar e acompanhar o nível de educação financeira dos públicos de Fundos de Pensão brasileiros. Assim, este trabalho objetivou propor e aplicar uma metodologia para coleta de dados primários, voltado à obtenção de indicadores e ao cálculo de um índice geral de educação financeira, o qual refletisse o nível de educação financeira do público analisado. A partir de estudos bibliográficos sobre o tema, assim como da experiência de órgãos internacionais como OCDE, constituiu-se um instrumento de aferição contendo 25 itens distribuídos em quatro indicadores pré-estabelecidos. A pesquisa de campo para aplicação e validação desse instrumento foi realizada através de método de levantamento de dados (survey) com aplicação de técnica de coleta via internet (online), resultando em uma amostra de 275 entrevistas válidas, selecionada de acordo com procedimentos amostrais probabilísticos. A validação do instrumento foi realizada com aplicação de técnicas de análise multivariada pelo método PAF. O resultado das análises efetuadas indicou a obtenção de cinco indicadores para o cálculo do índice geral de educação financeira, listados por ordem de importância: Poupança e Investimentos; Organização das finanças pessoais; Dívidas pessoais; Proteção; Noções de dinheiro e Matemática Financeira. / The intrinsic relation between financial literacy and social security education, more specifically by the interaction of these two as a determinant factor in the well-being of the individual in post-labor phase makes financial education a tool in major spread of social security culture. On a national level, before social security bodies initiatives as PREVIC, we established the importance of actions and financial education programs in the Complementary Pension Entities, surging demand to understand, measure and monitor the level of financial education of the public of Brazilian pension funds. This research aimed to propose and implement a methodology for primary data collection, aimed at obtaining indicators and calculating a general index of financial education, which reflect the financial literacy level of the analyzed public. From bibliographical references on the topic, as well as the experience of international bodies such as OECD, it constituted a benchmarking instrument containing 25 items divided into four pre-established indicators. The field research for application and validation of the instrument was conducted through data collection method (survey) with technical application collection via internet (online), resulting in a sample of 275 valid interviews, selected according to probability sampling procedures. The validation of the instrument was carried out with application of multivariate analysis by PAF method. The survey results of the analysis carried out indicated the achievement of five indicators to calculate the overall index of financial education, listed by importance: Savings and Investments; Organization of personal finance; Personal debt; Protection; Notions of cash and Financial Mathematics.

Bakgrund: Tidigare forskning har visat att det finns en signifikant könsskillnad gällande finansiellt risktagande, där kvinnor generellt sett har visat sig vara mindre risktagande än män. Dessutom visar teorier att en investerares risktagande bland annat varierar beroende på dennes tidigare erfarenheter samt en mängd olika karaktärsdrag. Samtidigt har tidigare studier funnit samband mellan olika variabler, så som finansiell förmåga samt övertro på sin egen förmåga, och nivå av risktagande. Idag äger kvinnor bara en tredjedel av hushållens totala aktier i Sverige men enligt Nordnets försäljningssiffror från januari 2017 har antalet kvinnliga aktieägare ökat i en snabbare takt än antalet manliga aktieägare under samma period, vilket vittnar om ett ökat kvinnligt intresse för investeringar. Syfte: Syftet med uppsatsen är att undersöka huruvida det finns något samband mellan faktorerna bakgrund, finansiell förmåga, övertro samt investeringsvana och kvinnors riskprofiler vid investeringsbeslut av finansiell karaktär. Vidare ämnar studien analysera den erhållna empirin i relation till tidigare studier inom området, för att öka förståelsen för vad som styr kvinnligt risktagande. Genomförande: Studien genomfördes via en kvantitativ forskningsmetod, där empirisk data samlades in genom en enkätundersökning som besvarades av totalt 487 kvinnor. Insamlad data analyserades via en multipel regressionsanalys i SPSS, varpå utfallet jämfördes med tidigare forskning. Slutsats: Studiens resultat visade att civilstånd, övertro, investeringsvana och finansiell förmåga har en signifikant inverkan på vilken riskprofil en kvinnlig investerare har. De tre förstnämnda förhåller sig positivt till risktagande, där en ökning i variablerna leder till ett större risktagande. Utfallet visade däremot att en ökning i finansiell förmåga leder till ett lägre risktagande, vilket gick emot tidigare forskning. Studien har således genererat både empiriskt stöd inom området och nytt bidrag kring vad som styr kvinnligt risktagande. / Background: Previous studies, within the field of behavioural finance and women ́s risk- taking, have all recognized the gender difference when evaluating risk in financial decision- making. In general, women investors tend to be more risk-averse than men, and gender differences seem to be influenced by many aspects and investor-characteristics. Earlier studies have validated the correlation between risk-taking and financial literacy and over- confidence. According to statistical data from Nordnet (2017), the number of women stock- market participants have grown in a faster pace compared to male investors, under the same period. This states that interest for investing have become a popular theme among women. Purpose: The purpose of this study is to investigate whether the factors background, financial literacy, over-confidence and investing experience can explain the risk profile of a woman financial investor. Based on the empirical results, the authors intended to analyze the output in relation to reference studies, in order to deepen the understanding and knowledge of which factors influence women ́s risk-taking in financial decision-making. Completion: The study was conducted by a quantitative method, where the empirical data was collected through a survey with a total of 487 respondents. The data was then analysed in the statistical program SPSS, using a multiple regression analysis, upon which the results were compared to previous studies. Conclusion: The results of the study disclosed that the variables of civil status, over- confidence, investing experience and financial literacy all validated a significant correlation with the risk profile of a female investor. Based on the statistical outcome, civil status, over- confidence and investing experience, demonstrated a positive correlation with the women ́s risk profile. Contrariwise, the output of financial literacy revealed a negative correlation, in which a high financial literacy determines a lower risk-taking. The empirical results can support earlier reference studies, in addition to a contribution of what influence women ́s risk profile in financial decision-making.

BAKGRUND: Generation Y är idag unga vuxna och kommer när de blir pensionärer få ut en lägre inkomst än dem som går i pension idag, vilket ökar betydelsen av ett eget sparande. Tidigare studier har visat ett samband mellan en hög finansiell bildning och pensionssparande. Den finansiella bildningen har dock visats vara låg bland unga. På området beteendefinans finns en rad exempel på kognitiva bias som även de pekar på svårigheter med långsiktigt sparande. Forskning har ofta fokuserat på en specifik påverkande faktor för pensionssparande med ett kvantitativt arbetssätt, men en helhetsbild saknas. SYFTE: Syftet med studien är att undersöka generation Y:s kännedom om och hur de reflekterar kring behovet av långsiktigt sparande till pension, samt analysera hur deras kännedom och reflektioner relaterar till deras livssituation, finansiella bildning och tidigare forskning kring kognitiva bias. GENOMFÖRANDE: Studien har genomförts genom kvalitativa, semistrukturerade intervjuer med åtta personer ur generation Y. Genom frågor där respondenterna fått beskriva både sitt eget handlande, sina tankar, sina åsikter samt vad de anser kännetecknar generation Y har en helhetsbild av deras förhållningssätt till pensionssparande skapats. SLUTSATS: Studiens resultat visar att generation Y som utgångspunkt anser att det finns ett behov av pensionssparande, men att det i deras specifika fall inte passar att spara just nu. Deras faktiska kunskap om behovet av pensionssparande är dock låg. Motviljan att spara kan i flertalet situationer förklaras med överdriven optimism inför framtiden. En alternativ förklaring kan dock vara att generationen i dagsläget helt enkelt är nonchalanta inför sin framtida ekonomiska situation som pensionärer, då de värderar kortsiktig konsumtion högre. / BACKGROUND: Generation Y, who today are young adults, will get a lower income when they retire than those who are retired now. Previous studies have shown a connection between higher financial literacy and saving for retirement, but the financial literacy among young people has been shown to be low. In the field of behavioural finance there are several cognitive biases that also suggests that there are difficulties connected to long term savings. Research has often focused on one specific factor of impact for retirement savings with a quantitative approach, but a conclusive picture is lacking. AIM: The aim of this thesis is to examine the knowledge and reflections of generation Y regarding the need for long term savings for retirement, and to analyse their knowledge and reflections in relation to their conditions, financial literacy and previous research on cognitive biases. COMPLETION: The study has been conducted through qualitative, semi structured interviews with eight people from generation Y. Through questions where the respondents have had the opportunity to describe both their own actions, thoughts, opinions and what they think characterizes generation Y a conclusive picture of their attitude towards retirement savings has been created. CONCLUSION: The study concludes that generation Y as a reference point considers retirement savings important, but that in their specific case it is not suitable to save right now. Their actual knowledge about the need for retirement savings is low. Their aversion to save can in several cases be explained by undue optimism towards the future. An alternative explanation could be that the generation at present simply is unconcerned with their future economic situation in retirement, because they value short term consumption higher.

The subject of this diploma thesis is to search for the possibilities of using the Maple program for teaching financial mathematics. The basis is to create the maplet, which allows to users to fully benefit from the the strength of CAS (computer algebra system) created by the division Maplesoft of the company Waterloo Inc., through a simple graphical user interface. Maplets provide all the necessary tools for the calculations, they are very illustrative and help students to better understand certain problem. Detailed evolution of the maplets from its development through possibilities to its creation is also important part of this diploma thesis.

A intrínseca relação entre educação financeira e educação previdenciária, mais especificamente pela interação destes dois fatores como determinante no bem estar do indivíduo na fase pós-laboral, faz da educação financeira uma importante ferramenta de disseminação da cultura previdenciária. Em um âmbito nacional, diante de iniciativas de órgãos previdenciários como PREVIC, se estabeleceu a importância de ações e programas de educação financeira em Entidades de Previdência Complementar, surgindo a demanda em compreender, mensurar e acompanhar o nível de educação financeira dos públicos de Fundos de Pensão brasileiros. Assim, este trabalho objetivou propor e aplicar uma metodologia para coleta de dados primários, voltado à obtenção de indicadores e ao cálculo de um índice geral de educação financeira, o qual refletisse o nível de educação financeira do público analisado. A partir de estudos bibliográficos sobre o tema, assim como da experiência de órgãos internacionais como OCDE, constituiu-se um instrumento de aferição contendo 25 itens distribuídos em quatro indicadores pré-estabelecidos. A pesquisa de campo para aplicação e validação desse instrumento foi realizada através de método de levantamento de dados (survey) com aplicação de técnica de coleta via internet (online), resultando em uma amostra de 275 entrevistas válidas, selecionada de acordo com procedimentos amostrais probabilísticos. A validação do instrumento foi realizada com aplicação de técnicas de análise multivariada pelo método PAF. O resultado das análises efetuadas indicou a obtenção de cinco indicadores para o cálculo do índice geral de educação financeira, listados por ordem de importância: Poupança e Investimentos; Organização das finanças pessoais; Dívidas pessoais; Proteção; Noções de dinheiro e Matemática Financeira. / The intrinsic relation between financial literacy and social security education, more specifically by the interaction of these two as a determinant factor in the well-being of the individual in post-labor phase makes financial education a tool in major spread of social security culture. On a national level, before social security bodies initiatives as PREVIC, we established the importance of actions and financial education programs in the Complementary Pension Entities, surging demand to understand, measure and monitor the level of financial education of the public of Brazilian pension funds. This research aimed to propose and implement a methodology for primary data collection, aimed at obtaining indicators and calculating a general index of financial education, which reflect the financial literacy level of the analyzed public. From bibliographical references on the topic, as well as the experience of international bodies such as OECD, it constituted a benchmarking instrument containing 25 items divided into four pre-established indicators. The field research for application and validation of the instrument was conducted through data collection method (survey) with technical application collection via internet (online), resulting in a sample of 275 valid interviews, selected according to probability sampling procedures. The validation of the instrument was carried out with application of multivariate analysis by PAF method. The survey results of the analysis carried out indicated the achievement of five indicators to calculate the overall index of financial education, listed by importance: Savings and Investments; Organization of personal finance; Personal debt; Protection; Notions of cash and Financial Mathematics.

Esta dissertação se propõe a averiguar que contribuições a matemática pode oferecer para o desenvolvimento da Educação Financeira Escolar. Detalha as origens da discussão do assunto e seus desdobramentos no Brasil, analisando os trabalhos acadêmicos e a criação da ENEF (Estratégia Nacional de Educação Financeira). Destaca a expansão do movimento na América Latina e faz críticas aos conceitos de letramento financeiro concebidos pelo PISA (Programme for International Student Assessment) e ao entendimento de Educação Financeira incorporado pela ENEF, apresentando novas definições. Aborda a relação entre a Matemática Crítica, pensada por Ole Skovsmose, e a Educação Financeira. Aplica duas atividades em uma turma com 32 alunos do 2º ano do ensino médio e conclui, amparada na Teoria das Situações Didáticas de Guy Brousseau, que, além da matemática financeira, do conhecimento do plano cartesiano, das funções lineares e exponenciais, da álgebra e da proporção (incluindo porcentagem), são fundamentais a utilização de habilidades como a interpretação de gráficos e de tabelas, o pensamento abstrato e algébrico, a capacidade de percepção de relações numéricas e/ou algébricas em diferentes situações do cotidiano e a capacidade de transformar em argumento um resultado ou uma fórmula. / This dissertation proposes to find out contributions mathematics can offer to the development of School Financial Education. It details the origin of the subject discussion and its consequences in Brazil, analyzing the academic work and the history of the creation of ENEF (Brazilian Strategy for Financial Education). It points out the expansion of the movement in Latin America and criticizes the concepts of financial literacy conceived by PISA (Programme for International Student Assessment) and the understanding of Financial Education incorporated by ENEF, presenting new definitions. It deals with the relation between the Critical Mathematics, thought by Ole Skovsmose, and the Financial Education. It puts two activities into practice in a class with 32 students 2nd year high school and concludes, supported on Guy Brousseau’s Theory of Didactic Situation, that be sides financial mathematics, the knowledge of Cartesian plane, linear and exponential functions, algebra and proportion (including percentage), the use of skills such as graphs and tables interpretation, abstract and algebraic thinking, the ability to realize numerical and/or algebraic relation in different everyday situations and the capacity to transform in arguments a result or a formula are fundamental.

Andelen kvinnor i bolagsstyrelser i Norden har under en tid ökat. Det första landet i världen som införde en lag kring könssammansättningen i styrelser för att skapa mer jämställda styrelser är Norge. Den norska kvoteringslagen infördes 2006 och kräver att minst 40 procent av respektive kön ska representeras av styrelsens ledamöter. Företagen gavs två år att fullfölja de nya restriktionerna, och om lagen inte efterföljs är sanktionen tvångslikvidation, avvecklande av verksamheten. Under urvalsperioden för denna studie, 2002 till 2010, ökade antalet kvinnor i norska bolagsstyrelser från 12 procent till 43 procent, vilket är en ökning på 256 procent. Detta var ett väntat resultat då syftet med lagen var att göra styrelserna mer jämställda och skapa fler platser åt kvinnor. Styrelsestorleken förblev dock densamma, vilket indikerar på att företagen inte valde att utöka styrelsestorleken för att göra plats åt de nya kvinnliga ledamöterna och samtidigt behålla de manliga ledamöterna. Företagen valde istället att byta ut en del av de manliga ledamöterna mot kvinnliga och därmed behålla storleken på styrelsen. Det är inte heller någon signifikant förändring i Tobin’s Q mellan perioden före införandet av könskvoteringen och perioden efter. Däremot påverkade andelen kvinnor Tobin’s Q positivt innan könskvoteringen infördes. Detta indikerar på att när det inte finns restriktioner kring könssammansättningen i styrelser är företag med könsbalanserade styrelser i större utsträckning mer lönsamma. Tidigare studier har visat på att kvinnor tenderar att ha lägre ekonomisk kompetens än män. Detta borde då resultera i att när andelen kvinnor ökar borde den ekonomiska kompetensen i styrelser försämras. Däremot tenderar individer, oavsett kön, med en hög utbildningsnivå att ha en högre ekonomisk kompetens än individer som inte har en hög utbildning. Då resultaten från denna studie visar på att utbildningsnivån i styrelserna har förbättrats efter andelen kvinnor ökat indikerar detta på att den ekonomiska kompetensen i styrelserna inte har försämrats, den har snarare förbättrats. / The percentage of women on corporate boards have increased the last decades, especially in the Nordic countries. Norway was the first country in the world that implemented a gender quota to increase the percentage of women on corporate boards. The quota’s purpose is that corporate boards in listed companies is forced to have at least 40 percent of each gender represented by the directors and if they refuse to form a gender-balanced board they would face forced liquidation. The purpose of this study was to examine what the effects of the Norwegian gender quota did have on these companies’ financial performance and if the boards’ level of education was altered. The results show that the quota led to an increase in the percentage of women on corporate boards. This result was not surprising because the purpose of the law was to increase the gender equality on corporate boards. However, the results show no evidence that the quota had effects on the financial performance, measured in Tobin’s Q. The size of the board was still the same after the introduction of the quota, this indicate that they exchanged some of the sitting board members with new members, rather than to expand the boards and keep all the sitting male directors. Earlier studies show that women have, to a greater extent, a lower financial literacy than men. This should indicate that when the percentage of women increase on corporate boards, the financial literacy should be lower than before. However, there is a connection between a higher financial literacy and a higher education. The results show that the education level increased after the implementation of the quota, this indicates that the financial literacy on boardrooms haven’t deteriorated, but rather improved.

CAPES / Este trabalho apresenta uma proposta diferenciada de abordagem da matemática financeira desenvolvida no Ensino Médio, com foco na Educação Financeira. Busca-se através da inserção de textos, da análise de alguns produtos financeiros e da interpretação de problemas contribuir para a formação financeira dos alunos. Objetivando tornar a Matemática Financeira mais acessível para o dia a dia, s˜ao disponibilizadas e estudadas algumas ferramentas de uso pratico, como a calculadora do cidadão, disponível para computadores e celulares. Assim como planilhas eletrônicas e o Software Geogebra, que permitem comparar e analisar os custos financeiros de consórcios, financiamentos e aplicações financeiras, além de serem aliadas na elaboração e controle do orçamento pessoal e familiar. Ao aplicarmos a sequência de ensino proposta em uma turma do ensino médio do período noturno, detectamos algumas dificuldades que limitaram a aprendizagem dos conceitos de Matemática Financeira. Contudo identificamos progresso com relação a Educação Financeira dos alunos, observações estas feitas por meio de análises qualitativa e quantitativa a partir das anotações no diário de campo e também de respostas dadas pelos alunos em formulário específico. / This paper presents a differential approach of financial mathematics developed in high school, focusing on financial education. We seek through the insertion of texts, analysis of some financial products and by the interpretation of problems to contribute to the financial training of students. Aiming to make financial mathematics more attractive and accessible to the day-today, there are available for studies some practical tools like the citizen calculator which are available for computers and mobile phones. As well as spreadsheets and software Geogebra, that allow you to compare and analyze the financial costs of consortia, financing and financial applications,in addition to being allied in the preparation and control of personal and family budget. By applying the teaching sequence proposed in a nocturnal class of high school, we realized some difficulties that have limited the financial learning of math concepts.Yet identified progress regarding the financial education of students. These observations were made through qualitative and quantitative analysis from notes in the field diary and also answers given by students in specific form.

Esta dissertação se propõe a averiguar que contribuições a matemática pode oferecer para o desenvolvimento da Educação Financeira Escolar. Detalha as origens da discussão do assunto e seus desdobramentos no Brasil, analisando os trabalhos acadêmicos e a criação da ENEF (Estratégia Nacional de Educação Financeira). Destaca a expansão do movimento na América Latina e faz críticas aos conceitos de letramento financeiro concebidos pelo PISA (Programme for International Student Assessment) e ao entendimento de Educação Financeira incorporado pela ENEF, apresentando novas definições. Aborda a relação entre a Matemática Crítica, pensada por Ole Skovsmose, e a Educação Financeira. Aplica duas atividades em uma turma com 32 alunos do 2º ano do ensino médio e conclui, amparada na Teoria das Situações Didáticas de Guy Brousseau, que, além da matemática financeira, do conhecimento do plano cartesiano, das funções lineares e exponenciais, da álgebra e da proporção (incluindo porcentagem), são fundamentais a utilização de habilidades como a interpretação de gráficos e de tabelas, o pensamento abstrato e algébrico, a capacidade de percepção de relações numéricas e/ou algébricas em diferentes situações do cotidiano e a capacidade de transformar em argumento um resultado ou uma fórmula. / This dissertation proposes to find out contributions mathematics can offer to the development of School Financial Education. It details the origin of the subject discussion and its consequences in Brazil, analyzing the academic work and the history of the creation of ENEF (Brazilian Strategy for Financial Education). It points out the expansion of the movement in Latin America and criticizes the concepts of financial literacy conceived by PISA (Programme for International Student Assessment) and the understanding of Financial Education incorporated by ENEF, presenting new definitions. It deals with the relation between the Critical Mathematics, thought by Ole Skovsmose, and the Financial Education. It puts two activities into practice in a class with 32 students 2nd year high school and concludes, supported on Guy Brousseau’s Theory of Didactic Situation, that be sides financial mathematics, the knowledge of Cartesian plane, linear and exponential functions, algebra and proportion (including percentage), the use of skills such as graphs and tables interpretation, abstract and algebraic thinking, the ability to realize numerical and/or algebraic relation in different everyday situations and the capacity to transform in arguments a result or a formula are fundamental.

This thesis presents the concept of developing financial literacy education for pupils of low secondary schools and corresponding years of multi-annual grammar schools enshrined in the existing curriculum documents. Thesis seeks answers to the question of whether the teaching of financial literacy within the specified range has the sufficient support in civics textbooks and textbooks specialized on financial literacy, while exploring the opportunities for educating teachers, who, in majority, have not met with this theme during their university studies. In-depth interviews with second grade pupils in the period before the start of systematic financial education, whose analysis fills the sekond part of the thesis, should diagnose the level of understanding and structure of their own ideas on selected economic terms. Comparison of findings about the structure of pupils understanding of content and methods of work available teaching materials should help identify potential bottlenecks or suggest appropriate procedures to financial education program for pupils better adapt. Keywords: Financial literacy, financial education, low secondary school, textbooks, children's understanding.