CAPES / Este trabalho teve como objetivos investigar como é feita a abordagem da Matemática Financeira nos Livros Didáticos e a opinião dos Professores de Matemática do Núcleo Regional de Educação de Guarapuava (NRE) sobre o Ensino de Matemática Financeira e como está sendo realizada a abordagem nas escolas públicas da região. Como objetivo indireto o presente trabalho buscou propiciar um momento de reflexão junto aos Professores do NRE de como está o trabalho com Matemática Financeira em sala de aula. Na pesquisa que se apresenta, fizemos um estudo introdutório sobre o início das relações comerciais e financeiras em nossa humanidade. Analisamos a maneira como os livros didáticos disponibilizados através do Programa Nacional do Livro para o Ensino Médio (PNLEM) 2015 trazem o conteúdo de Matemática Financeira no contexto da Matemática escolar, assim como a opinião dos Professores com relação a esse conteúdo. Para isso, foram analisados os livros didáticos disponibilizados através do PN- LEM 2015 e realizada uma pesquisa quantitativa com Professores de Matemática que atuam na região de abrangência desse Núcleo Regional. Os resultados da pesquisa apontaram que os livros didáticos apresentam algumas deficiências em relação ao conteúdo de Matemática Financeira, mas evoluíram ao longo do tempo e os Professores consideram importante o Ensino de Matemática Financeira, porém poucas aulas ainda são destinadas para o trabalho com o tema. / This study aimed to investigate how is the financial mathematics approach in textbooks and the opinions of Teachers of the Regional Education Center (NRE) about Financial Mathematics Teaching and how it is being carried out the approach in public schools in the region. As an indirect aim of this study searched to provide a moment of reflection at the NRE’s Teachers of how it has been worked with Financial Mathematics in the classroom. In this research it was did an introductory study about the beginning of commercial and financial relations in our humanity. It was analyzed the way the textbooks available through the National Book Program for Secondary Education (PNLEM) 2015 bring the Financial Mathematics content in the context of school mathematics, as well as the teachers’ opinion about this content. For this, they were analyzed six textbooks available through the PNLEM 2015 and conducted a quantitative survey with Mathematics Teachers who work in the coverage area of this Regional Center. The search results showed that the textbooks have some failings regarding the Financial Mathematics content, but that have evolved over time and the teachers consider important the Teaching of Mathematics Financial, but few classes are also designed to work with the theme.

Acompanha: Caderno pedagógico sobre o ensino de habilidades monetárias para educandos com deficiência intelectual (DI) da Educação de Jovens e Adultos (EJA) / O presente estudo é destinado a apresentar contribuições acerca do ensino de habilidades monetárias (ROSSIT; FERREIRA, 2003) para Deficientes Intelectuais (DI) no Ensino Fundamental. A questão norteadora da pesquisa foi: Qual a influência da estratégia de ensino “Conhecer e Utilizar Dinheiro” para a aquisição de raciocínio matemático que possibilite ao educando com DI da EJA reconhecer notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro? Foram feitas considerações acerca do ensino para o educando com DI na EJA e questões que envolvem o ensino de habilidades monetárias. O grupo pesquisado foi o de educandos com DI da EJA de uma escola de Educação Especial no Paraná, sendo uma classe com oito educandos com idade entre 19 e 29 anos. Escolheu-se esse tema porque, no que diz respeito à matemática, entre as aplicações para a vida, está a que envolve as atividades financeiras. Para alavancar a pesquisa, desenvolveu-se uma estratégia de ensino. Definiu-se como objetivo: Analisar a estratégia de ensino “Conhecer e Utilizar o Dinheiro” a ser aplicada em uma turma da EJA, formada por educandos com DI, no que concerne à aquisição das habilidades de reconhecimento de notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro para uma maior autonomia do educando. Esta pesquisa caracteriza-se como aplicada por ter o propósito de resolver um problema que é habilitar o educando com DI à prática do manuseio do dinheiro. A pesquisa foi desenvolvida considerando a observação e anotações minuciosas dos eventos. Para levantar o problema e, posteriormente, para verificar o aprendizado, utilizaram-se entrevistas centradas no problema. Analisaram-se os dados por abordagem qualitativa. Para a análise desses dados, tomou-se uma entrevista inicial e uma entrevista final como parâmetros do que o educando já conhecia e do quanto avançou em relação aos conteúdos trabalhados. A investigação foi desenvolvida por meio da aplicação de uma sequência didática em que o conteúdo foi distribuído em nove módulos e as atividades foram planejadas a partir do levantamento de dados da entrevista inicial. Desenvolveram-se atividades diversas com os educandos envolvendo dinheiro em notas de papel moeda e moedas de metal. Como produção final, os educandos foram às compras em um supermercado. Os benefícios que se apresentaram foram o aprendizado dos educandos por meio da estratégia de ensino desenvolvida em que o educando com DI pode fazer o reconhecimento de notas de papel moeda e moedas de metal do Sistema Monetário Brasileiro e suas relações de valor. Tiveram a oportunidade de exercer a cidadania pela autonomia ao fazerem uso dos conhecimentos adquiridos. O estudo indicou que a estratégia “Conhecer e Utilizar o Dinheiro” se mostrou eficaz no ensino e aprendizagem de educandos com DI da EJA considerando-se as limitações cognitivas dos mesmos. Essa estratégia pode ser aplicada para o ensino de habilidades monetárias de outras turmas da Educação Especial e em classes regulares do Ensino Fundamental fazendo-se as devidas adaptações. / This paper presents contributions to the process of teaching monetary skills (ROSSIT; FERREIRA, 2003) to students with intellectual disabilities at Elementary School. The aim of this study was to assess how the teaching strategy called “Conhecer e Utilizar Dinheiro” (Knowing and Using Money) affects the acquisition of mathematical reasoning. More specifically, if such strategy can enable students with intellectual disabilities who were taking EJA - special type of education system for youth and adults in Brazil - to recognize paper money and coins of the Brazilian Monetary System. Participants were eight students from 19 to 29 years old with intellectual disabilities from a special school located in Parana State. The participants were interviewed twice during the study: an initial interview and a final one were performed as parameters of what they already knew and of how much they have advanced in relation to the content. A nine module sequence of the content was administered to the participants along with a battery of activities based on the information collected on the initial interview. The activities were exercises involving paper money and coins. As a final production, the participants went shopping for grocery. Results show that the participants were able to perform monetary transactions with both paper money and coins. They were also able to understand the value of money and its relation with transaction value. Data has demonstrated that “Knowing and Using Money” strategy has proven effective in teaching monetary transactions to students with intellectual disabilities, considering their cognitive limitations. Such strategy can be used to teach monetary skills to different groups of students, regardless of special Education needs. In such case, it is important to highlight that adaptations should be performed to meet the group specificity. This study theme was chosen due to the importance of mastering simple monetary transactions for students with intellectual disabilities as it allows them to achieve autonomy in performing everyday life activities.

O objetivo do presente trabalho é estabelecer a relação entre o nível de tolerância ao risco financeiro de investidores (e investidores potenciais), suas características demográficas, seus traços de personalidade, vieses comportamentais e nível de educação financeira. A literatura consultada subsidiou os conceitos dos traços de personalidade bem como os conceitos de finanças comportamentais, educação financeira e tolerância ao risco. A metodologia utilizada foi descritiva, com método quantitativo, tendo sido utilizadas as técnicas estatísticas de análise fatorial exploratória e regressão múltipla hierárquica para tratamento dos dados. Foi aplicada uma survey em amostra não probabilística, selecionada por conveniência, constituída por indivíduos maiores de 18 anos, oriundos de vários estados brasileiros. Os resultados mostraram que, na amostra estudada, os homens são mais tolerantes ao risco do que as mulheres, a faixa etária tem uma relação inversa com a variável independente, indicando que os mais jovens seriam mais propensos ao risco. Além disso, os achados indicam que os traços de personalidade não foram importantes para explicar a tolerância ao risco uma vez que, no modelo final da análise de regressão hierárquica, nenhuma das variáveis que compõem os traços de personalidade foram significantes. Quanto aos vieses comportamentais abordados neste trabalho, o viés do autocontrole, foi considerado significante para explicar a tolerância ao risco, indicando que as pessoas com mais autocontrole têm maior tolerância ao risco. A educação financeira também foi uma variável significante para explicar a tolerância ao risco, sendo positivamente relacionada com a mesma. Dessa forma, os resultados aqui obtidos indicaram que a tolerância ao risco é influenciada por características comportamentais e cognitivas. / The aim of the present study is to establish the relationship between the level of financial risk tolerance of investors (and potential investors), demographic characteristics, personality traits, behavioral biases and level of financial education. The literature consulted supported the concepts of personality traits as well as the concepts of behavioral finance, financial education and risk tolerance. The methodology adopted was descriptive and quantitative. The statistical techniques used was the factorial analysis and hierarchical multiple regression. The sample was non probabilistic, selected by convenience and consisted of individuals over 18 years of age, from several Brazilian states. The results showed that, in the sample studied, men are more risk tolerant than women, the age has an inverse relationship with the independent variable, indicating that the younger ones would be more risk-prone. Furthermore, the findings indicate that personality traits were not important in explaining risk tolerance since, in the final model of hierarchical regression analysis, none of the traits were significant. Regarding the behavioral biases addressed in this study, the self-control bias was considered significant in explaining risk tolerance, indicating that people with more self-control have greater risk tolerance. Financial education was also a significant variable to explain risk tolerance and was positively related to it. Thus, the results achieved indicate that risk tolerance is influenced by behavioral and cognitive characteristics.

Anotation Topic of the master thesis is Financial literacy of the Czech population. The thesis puts focus on population in their early adulthood (age from 18 to 30 years) and is divided into 5 chapters. 1st chapter defines literacy, functional literacy and financial literacy. 2nd chapter describes main reasons and factors affecting financial literacy and pathological events as a possible consequence of low level of the financial literacy. 3nd chapter focuses on customer protection and shows particular options how to increase level of customer protection in an area of personal finance. 4th chapter clarifies financial terms important for proper understanding of realized survey described in 5th chapter of the thesis. The main goal of the survey as well as the thesis is to find out current level of financial literacy of the Czech population in their early adulthood (age from 18 to 30 years). Partial goals of the thesis are identification and description of groups achieving worse results in financial literacy test within the population, and description of negative effects to individual's behavior in the area of personal finance related to lower level of financial literacy.

Research on financial decision aids, systems designed to help people make financial decisions, is sparse. Previous research has often focused on the theoretical soundness of the advice that the systems provide.The original contribution of this doctoral thesis is a set of empirical studies of how non-expert people understand the advice provided by financial decision aids. Since every piece of advice must be interpreted by a receiver, the accuracy of the advice can be corrupted along the way if the receiver does not understand complicated terminology, probabilistic reasoning, or abstract concepts.The design concept resulting from the studies visualizes a unique combination of short-term and long-term variables that are usually treated as separate and not interacting with each other; loans and amortizations, insurance, retirement saving, and consumption. The aim is to visualize the consequences of different decisions and possible adverse events in terms of their effect on the user’s future consumption, rather than abstract numbers detached from the user’s lived experience.The design concept was tested and evaluated by personal finance experts and professional financial advisors, as well as students and people without financial education, who represented the target users of the system. Results indicate that the system has a learning curve, but that once users understand how to read the graph, they find it more informative than conventional financial planning tools. / <p>QC 20170809</p>

Today’s high school students will face a host of economic problems such as the demise of the social safety net, mounting college student debt, and costly health care plans, as stated in the rationale for financial literacy provided by the Council for Economic Education’s National Standards for Financial Literacy. These problems are compounded by growing income and wealth inequality and the widespread influence of neoliberal ideology. Although one of the major goals of economics education is to teach students to make reasoned economic choices in their public and private lives and provide the skills to solve personal and social economic problems, little empirical research has been conducted on how these goals are addressed. Secondary economics education research has primarily focused on measuring students’ grasp of neoclassical economics while a separate body of literature provides theoretical critiques of that approach. This study responds to the gap presented by these separate camps by capturing the economics discourse of a high school economics and personal finance course in relation to the role of economic decision-making in a democracy, and the space to hold values discussions. Using case study methodology that included analysis of student and teacher interviews, classroom observations, the standards and official curriculum, lesson plans, and student-produced documents, the study provides deep, context-dependent knowledge about how the official curriculum is manifest in the classroom. Findings reveal that the role of economic decision-making and values discussions were given very little space. The discourse was heavily focused on the acceptance of the science and mastery of technical knowledge about personal finance for the dual purposes of preparing students to succeed on the W!SE Financial Literacy Certification Test and preparing students to navigate and succeed in a fixed economic reality firmly committed to neoclassical economics. The role of economic decision-making was diminished by the foregrounding of financial literacy over economics, which served as a mechanism of power to send the silent message that economic circumstances (such as wealth inequality) change through individual choices and that economic and social phenomena can be understood and addressed through the application of technical approaches.

The subject of this diploma thesis is financial literacy in Czech Republic. The main interest is the government concept explaining National Strategy on financial education and Financial Education System for elementary schools and high schools. The thesis also deals with consumer protection as it is integral part of financial literacy. Activities of Supranational organizations like European Union and Organisation for Economic Cooperation and Development are presented enhancing their impact on steps taken by Czech government. Eventually analysis of own measuring financial literacy is performed bringing evaluated and compared results. Based on those recommendation are proposed.

Magister Artium (Development Studies) - MA(DVS) / Entrepreneurship has been regarded as a solution to various developmental challenges such as unemployment, inequality, and poverty, which are inherent among the marginalised populations. However, the high rate of failure of Small and Medium Enterprises (SMEs) remain an impediment to the use of entrepreneurship as a means to ameliorate the challenges. This is especially the case among young entrepreneurs. In addition, given the imperativeness of financial literacy in the success of SMEs, this study determines the influences of financial literacy on entrepreneurial success within the marginalised communities. It also explores and identifies the reasons why failure rates are high among young entrepreneurs in the economically disadvantaged community of Khayelitsha, Cape Town. This study employs a concurrent mixed methods design, making use of both quantitative and qualitative data. A survey is conducted in Khayelitsha using the snowballing sampling technique due to difficulty in accessing young entrepreneurs. The quantitative data from the survey provides demographic and socioeconomic information on young entrepreneurs. The survey is also used to determine the level of financial literacy and business success of these entrepreneurs. The qualitative in-depth interviews, on the other hand, provide insights into the motivations of the entrepreneurs, their experiences and the causes of business failure.

Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews and deliberative inquiry focus groups with self-identifying critical teachers and investigation into various documentary sources, I detail the ways in which some of these teachers adhere to mainstream understandings of financial literacy education while others work to reframe it towards more critical and economically just ends. This research results in the development of a framework for critical economic literacy education, documenting the intellectually demanding set of skills, knowledge, and pedagogical strategies a critical economic literacy requires of students and teachers. Findings also bring forth distinctions in teachers’ ideas about criticality, revealing that teachers navigate between common, critical, and transformative sense orientations in sophisticated ways to achieve their pedagogical aims. Last, I investigate how criticality emerges in teachers, narrating the ways in which their personal biographies, professional and political activities, and intellectual pursuits inform their critical teaching in relation to financial literacy. This case study is further contextualized by the current political moment in which escalating economic inequality and the widening racial wealth gap, the current financial crisis, impending climate disasters, and antidemocratic politics worldwide convey a sense of urgency and a timely relevance for a more critical and transformative financial literacy education.

Cette thèse se propose d’étudier l’existence de freins au développement du marché privé de l’assurance dépendance en France. Nous étudions ici tour à tour trois candidats dans l’explication de ce faible développement : les préférences individuelles, les comportements d’auto-assurance et la myopie des agents. Pour cela, nous exploitons les enquêtes « Préférences et Patrimoine vis-à-vis du risque et du temps » et « Santé et protection sociale » qui ont toutes deux introduit des modules spécifiques dépendance dans les vagues d’enquêtes mobilisées dans cette thèse. Nos analyses économétriques confirment le rôle d’obstacle de ces trois déterminants de la demande d’assurance dépendance. Si l’existence d’une mauvaise perception du risque dépendance plaide pour l’intervention de l’Etat dans la relation des français à la planification de leurs pertes d’autonomie, le rôle des préférences individuelles et les comportements d’auto-assurance mis en évidence dans cette thèse révèle un choix économiquement rationnel de ne pas recourir à une assurance dépendance. / This thesis aims at better understanding long-term care insurance puzzle. Three determinants of the long-term care insurance market low development are studied here: individual preferences, self-insurance and myopia. To do so, we use two surveys that have introduced dependency-specific modules: “Preferences and patrimony against time and risk” and “Health Care and Insurance”. The results highlight the role of these three determinants of long-term care insurance demand in the low development of the market. If myopia advocate for a government intervention in French citizens long-term care planning, the impact of individual preference and self-insurance behaviors suggest that the nonpurchase of long-term care policies is economically rational.