Submitted by RONALDO JOSÉ ROSA JUNIOR null (prof.ronaldojr@terra.com.br) on 2018-02-27T20:05:05Z No. of bitstreams: 2 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) Rosa Junior, Ronaldo José.pdf: 4526111 bytes, checksum: 79e4cb4578f3782c03113acc9941595c (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-02-28T14:27:26Z (GMT) No. of bitstreams: 1 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) / Made available in DSpace on 2018-02-28T14:27:26Z (GMT). No. of bitstreams: 1 rosajunior_rj_me_sjrp.pdf: 4526112 bytes, checksum: 8c02c7ae4ee68d675d6bae87d415200b (MD5) Previous issue date: 2018-02-02 / Este trabalho propõe uma ordenação de ideias de cunho reflexivo-teórico sobre Educação Financeira e sobre a possibilidade de os alunos serem convidados a se tornarem agentes responsáveis pelo processo de aprendizagem de Matemática Financeira. Este convite, por mediação do professor, se dá num cenário de investigação e reflexão e num claro exercício de intervenção e julgamento prático. Para não suprimir a prática de exercícios, tampouco a teoria sem, no entanto, encará-los como único meio de abordagem, foi eleita a proposta de resolução de questões como estratégia inicial, levando-se em consideração a contextualização e a transversalidade que o assunto permite na interação com outras áreas do conhecimento matemático. Há, ainda, a possibilidade de aprofundamento no tema podendo, assim, transitar desde os mais fundamentais conceitos de regras de três e porcentagens, até o estudo de sequências, funções, exponenciais, logaritmos, construção e análise de gráficos e tabelas. A análise e resolução de questão do Exame Nacional do Ensino Médio (ENEM) e de questão de prova de concurso público de nível médio, desenvolvidas ao longo dos capítulos, confirmam que a aquisição do saber matemático, fundamentada na visão crítica de problemas cotidianos, proporciona ao aluno a confiança e o desprendimento essenciais para o enfrentamento de situações técnico-científicas. Também geram a capacidade de raciocínio lógico-matemático necessário ao seu pleno exercício de cidadania, conforme propostas de Educação Financeira estabelecidas pela Lei de Diretrizes e Bases da Educação Nacional (LDB/96) e dos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM). / This essay proposes a sort of reflective-theoretical ideas about Financial Education and about the possibility of the students to be invited to be responsible agents of Financial Mathematics learning. This invitation, with the teacher’s mediation, happens in a reflection and investigation scenario and in a clear exercise of intervention and practical judgment. To neither suppress the practicing of the exercises, nor the theory without, yet, face them as the only means of approach, a proposal of solving the questions as initial strategy was chosen, taking into consideration the contextualizing and the transversality which the issue allows in the interaction with other mathematical fields of expertise. There is, still, the possibility of the exploration in greater depth of this topic and it can, therefore, switch over between the most fundamental rules of three concepts and percentages, and the studying of sequences, functions, exponentials, logarithms, building and analyzing graphs and tables. The analysis and question solving of “Exame Nacional do Ensino Médio (ENEM)” and middle level test solving of public contest, solved as and when chapters are presented, confirm that the acquisition of the mathematical knowledge, supported by the critical view of daily problems, provides the students with the essential confidence and detachment for the confrontation of technical-scientific situations. Also, they generate the capability of mathematical-logic thinking needed to the students’ complete exercise in citizenship, according to the proposals of Financial Education established by the “Lei de Diretrizes e Bases da Educação Nacional (LDB/96)” and the “Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM)”.

Orientador: Luiz César Martini / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-20T21:33:46Z (GMT). No. of bitstreams: 1 MejiaCampoverde_PaulHernan_M.pdf: 4482604 bytes, checksum: eeeb54d15705da44491aeaab2786bac7 (MD5) Previous issue date: 2012 / Resumo: Este trabalho apresenta a Calculadora Financeira FINANVOX como uma ferramenta alternativa de apoio para as pessoas deficientes visuais, no desempenho de atividades na área das ciências exatas, especificamente no campo da Matemática Financeira. A Calculadora Financeira FINANVOX surgiu em 2011, como uma nova aplicação para o sistema DOSVOX, o qual fornece apoio total ao deficiente visual. FINANVOX ajuda especificamente no desenvolvimento e execução de cálculos financeiros e estatísticos, através do uso do teclado do computador para a entrada de dados, realizando a comunicação com o usuário através de síntese de fala, facilitando a interação das pessoas deficientes visuais com a ferramenta / Abstract: This paper presents a Financial Calculator FINANVOX as an alternative tool to sup-port visually impaired people in performing activities in the field of exact sciences, specifically in the field of Financial Mathematics. The Financial Calculator FINANVOX emerged in 2011 as a new application for the system DOSVOX, which provides full support for the visually impaired. FINANVOX assistance for development and execution of financial and statistical calculations, using the computer keyboard for entering data, making communicating with the user via speech synthesis, facilitating the interaction of visually impaired people with the tool / Mestrado / Telecomunicações e Telemática / Mestre em Engenharia Elétrica

The valuation of weather derivatives is complex since the underlying temperature process has no negotiable price. This thesis introduces a selection of models for the valuation of weather derivative contracts, governed by a stochastic underlying temperature process. We then present a new weather pricing model, which is used to determine the fair hedging price of a weather derivative under the assumptions of mean self-financing. This model is then extended to incorporate a compensation (or market price of risk) awarded to investors who hold undiversifiable risks. This results in the derivation of a non-linear two-dimensional PDE, for which the numerical evaluation cannot be performed using standard finite-difference techniques. The numerical techniques applied in this thesis are based on a broad range of lattice based schemes, including enhancements to finite-differences, quadrature methods and binomial trees. Furthermore simulations of temperature processes are undertaken that involves the development of Monte Carlo based methods.

<div>We develop a growth option and asset pricing model that incorporates uncertain cash flow volatility by way of a bounded quadratic diffusion. Using different measures of risk uncertainty, we study the combined effects of risk and its associated uncertainty on project values, firm investment, and the resulting returns. Uncertain cash flow volatility is modeled by a Jacobi process, and our main interest is the effect of the max uncertainty arising from the diffusion term. For comparison, we also model the volatility by a CIR process. In regards to the Jacobi process, we consider upper and lower bounds on cash flow volatility as measures of uncertainty. For the max uncertainty and upper bound, we find that higher uncertainty leads to less investment, higher returns, and lower project values. In the case of the lower bound, we find that higher uncertainty leads to more investment, lower returns, and higher project values. Comparatively, using a CIR process in place of the Jacobi process yields differences in returns and growth option values, showing the importance of the diffusion term in the volatility process. Finally, we have reduced the computational complexity of the simulation. This allows the user to generate long time series and run cross sectional regressions with many firms.</div>

This thesis Financial Mathematics at lower secondary level focuses on financial mathematics at lower secondary level. The first part consists of two chapters. The first chapter describes financial mathematics and its importance for financial literacy. The second chapter presents research of textbooks in which there is the financial mathematics topic. The second part of the thesis describes pedagogical experiment aimed to determine how a selected group of pupils cope the tasks and problems from financial mathematics. The tasks and problems in this section were posed by the author of the thesis. The evaluation of the experiment is based on students' work samples. The last chapter describes teaching of financial mathematics in two classes at lower secondary level.

This thesis aims to serve as a tool for teaching financial mathematics in Mathematics lessons at higher grades of primary schools and mainly in secondary schools. The first part contains an analysis of school documents, results of survey aimed at financial literacy and available textbooks. The second part presents the supporting teaching tools in the form of applets created using the GeoGebra programme. Applets are aimed at money exchanging, interests types, loans, savings and a household budget creating. Each applet is presented by being used in a specific exercise. Powered by TCPDF (www.tcpdf.org)

The thesis is dealing with the current state of teaching financial literacy and financial mathematics at high schools. The purpose of this thesis is to sum up information about documents that are source for teaching of financial literacy and to inform about current state of its teaching at high schools. Theoretical part concerns with involving of financial mathematics in framework education programme. This part also shows what subjects are involving financial mathematics. Practical part is dedicated to research, which had been realised at selected high school - Technical high school of food technologies, which follows "Food analysis" and "Environmental ecology" FEP. Level of students in financial mathematics is detected though the questionnaire carried out at the chosen school. Using a questionnaire and test. It compares levels of students, who were educated in financial literacy and financial mathematics, and those who weren't. Powered by TCPDF (www.tcpdf.org)

Orientador: Lourdes de la Rosa Onuchic / Banca: Geraldo Perez / Banca: Norma Suely Gomes Allevato / Resumo: Esta pesquisa é fruto de algumas muitas indagações sobre a Matemática Financeira ensinada na escola e dentre as quais destacamos: (1) Será que os alunos gostariam de adquirir conhecimentos sobre Matemática Financeira? (2) Como os professores abordam esse tema de estudo? Qual é a relevância desse trabalho para os alunos de acordo com a visão docente? Na pesquisa que se apresenta, fizemos um estudo introdutório sobre o início das relações comerciais e financeiras em nossa humanidade e procuramos abordar alguns aspectos sobre a história dessas relações em nosso país. Analisamos a maneira como os livros didáticos de Matemática traziam e trazem o conteúdo de Matemática Financeira no contexto da Matemática escolar, assim como a opinião dos professores com relação a esse conteúdo. Criamos um Projeto de Ensino que foi trabalhado através da Metodologia de Ensino-Aprendizagem de Matemática através da Resolução de Problemas, voltado para o trabalho com alunos em uma sala de aula de Ensino Médio, de forma investigativa e construtiva, sobre os conceitos de Matemática Financeira. Buscamos, através da aplicação desse projeto em sala de aula, tratar das reflexões sociais que envolvem os conceitos de Matemática Financeira. A Metodologia de pesquisa adotada foi a Metodologia de Romberg. / Abstract: This research is fruit of some inquiries on the Financial Mathematics taught at school and among which we highlighted: (1) Would the students like to acquire knowledge on Financial Mathematics? (2) How do the teachers approach that study theme? Which is the relevance of that work for the students in agreement with the educational vision? In the research that comes, we made an introductory study on the beginning of the commercial and financial relationships in our humanity and we tried to approach some aspects on the history of those relationships in our country. We analyzed the way as the text books of Mathematics brought and bring the content of Financial Mathematics in the context of the school Mathematics, as well as the teachers' opinion regarding that content. We created a Project of Teaching that was worked through the Methodology of Teaching-Learning Mathematics through the Problem Solving, returned for the work with students in a High School classroom, in a investigative and constructive form, on the concepts of Financial Mathematics. We looked for, through the application of that project in classroom, to treat of the social reflections that involve the concepts of Financial Mathematics. The Methodology of adopted research was the Methodology of Romberg. / Mestre

Made available in DSpace on 2017-07-21T20:56:32Z (GMT). No. of bitstreams: 1 Gelson Pietras.pdf: 1641385 bytes, checksum: c68c61e22b0a9ff5a8eea998f9c6d061 (MD5) Previous issue date: 2014-03-21 / This work is the result of the Project “Financial Education” presented and developed in PROFMAT (UEPG), having as its corpus dates and experience in classroom collected in Colégio Sesi of Guarapuava between the years 2010 to 2014. Aiming to teach financial mathematics content, according to a requirement in the regular school, this subject was taken to classroom and these topics were used to raise students’ awareness of several subjects, such as: (a) needs to satisfy personal wishes, (b) the choice to save in the present so that the future become more fruitful, (c) rational use of the savings account, (d) dealing with debts and acquisitions, (e) investment models in short and long run, etc. To study these subjects, studies taken place in classroom and in the computer lab to take decisions in buying and selling situations as well as money administration. Besides, we approached studies shopping in cash or in installments, credit card use, strategies to pay off long run debts, the cost of a car maintenance, as well as knowledge about taxes on a worker salary and the taxes percentage for deduction in different incomes, the analyzes of houses rental and mortgage and plans to accumulate capital. The objective of these actions is to generate a change in the way of students to think about forthcoming situations in relation to their entrance in the professional life, when it is necessary to administrate the own money, so that they are prepared to take important decisions on finances. / Este trabalho é o resultado do projeto “Educação financeira” apresentado e desenvolvido no PROFMAT (UEPG), tendo como corpus do trabalho dados e experiências de sala de aula colhidos no Colégio Sesi de Guarapuava entre os anos de 2010 e 2013. A fim de ensinar conteúdos de matemática financeira previstos para o ensino médio, o tema educação financeira foi levado à sala de aula e estes conteúdos foram utilizados para a reflexão sobre os mais diversos assuntos, tais como: (a) necessidade da satisfação de desejos pessoais, (b) escolhas de se deixar de consumir no presente para se consumir mais e melhor no futuro, (c) uso mais racional da poupança, (d) negociação de dívidas e compras, (e) modelos de aplicações de curto e longo prazo, etc. Para discutir esses temas, realizamos estudos em sala de aula e no laboratório de informática, e simulamos situações para exercitar a habilidade dos alunos para tomada de decisões em situações de compra, de venda e de administração do dinheiro. Além disso, abordamos assuntos como compras à vista ou a prazo, compras no cartão de crédito, estratégias de quitação de dívidas, custos de manutenção de um carro próprio; bem como conhecimento sobre os impostos que incidem no salário do trabalhador, os valores de dedução para cada faixa de renda; verificação de situações de financiamento de casa própria e ou de locação de imóveis; e planos para a acumulação de capital. Esperamos com essas ações, gerar uma mudança na forma de pensar dos alunos sobre situações pelas quais terão que passar quando ingressarem em suas vidas profissionais e tiverem que administrar seu próprio dinheiro, de modo a estarem preparados para tomar decisões importantes do ponto de vista financeiro.

Esta dissertação apresenta o desenvolvimento de uma pesquisa, acompanhada de experimentação, no curso de Costureira que faz parte do programa Mulheres Mil - PRONATEC no Instituto Federal Sul-rio-grandense sobre Matemática Básica por meio de tarefas de Modelagem Matemática. O objetivo deste trabalho é investigar como é possível despertar o senso crítico das educandas, buscando encontrar a importância da Matemática na sociedade a partir de tarefas que lhes permitam refletir e interferir na realidade em que vivem. Os referenciais teóricos são a Educação Matemática Crítica segundo Skovsmose (2012) e a Modelagem Matemática em uma perspectiva Sócio-crítica de Barbosa (2001). Para analisar as contribuições/ reflexões das alunas, nos apoiamos na Análise do Conteúdo de Bardin (2006). A análise dessas contribuições aponta indicativos de reflexões e reações das alunas alinhadas com os interesses da Educação Matemática Crítica. / This dissertation shows the development of a research, followed by experimentation, in the Seamstress Course which is part of Mulheres Mil - PRONATEC Program offered by Sul-rio-grandense Federal Institute about Financial Mathematics using mathematical modeling tasks. The aim of this study is to investigate how it is possible to awake the students‟ critical sense, seeking to find the importance of Mathematics in the society using tasks that allow to think and interfere in the reality where they live. The theoretical frameworks are Critical Mathematic Education according to Skovsmose (2012) and the Mathematical Modelling by Barbosa‟s Socio-critical perspective (2001). To analyze the students‟ contribuitions/reflections, we were based on the Content Analysis, according to the model of Bardin (2006). The analysis of theses contribuitions shows indicatives of the students‟ reflections and reactions aligned with the Critical Mathematics Education‟s interest.