<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132020000100254</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tarefas Investigativas Relacionadas à Educação Financeira: possibilidades de conjecturas e estratégias de resolução]]></article-title>
<article-title xml:lang="en"><![CDATA[Investigative Tasks Related to Financial Education: possible conjectures and resolution strategies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franzoni]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quartieri]]></surname>
<given-names><![CDATA[Marli Teresinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande (FURG) Instituto de Ciências Econômicas ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari (UNIVATES) Centro de Ciências Exatas e Tecnológicas ]]></institution>
<addr-line><![CDATA[Lajeado RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo caracteriza-se como pesquisa qualitativa e tem como objetivo analisar as possibilidades de conjecturas e estratégias de resolução de duas tarefas investigativas resolvidas pelos licenciandos em Matemática de uma universidade no estado do Rio Grande do Sul. Foram utilizadas as resoluções das tarefas investigativas e gravação/filmagem do debate em aula como instrumentos de coleta de dados. Os dados produzidos foram analisados mediante a análise textual discursiva, surgindo três categorias: (a) Conjecturas e estratégias de resolução; (b) Manifestações de aprendizagem; e, (c) Análise das dificuldades durante a resolução da tarefa. Por meio deste estudo, conclui-se que os alunos, envolvidos na pesquisa, conseguiram formular, testar e validar conjecturas. As reflexões, análise das dificuldades e discussões com a turma foi importante para refinar conjecturas, repensar variáveis que não foram consideradas na atividade, o que ampliou o conhecimento de educação financeira, fortalecendo o aprendizado e o desenvolvimento do espírito crítico e colaborativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is characterized as qualitative research and aims to analyze the possible conjectures and resolution strategies in two investigative tasks solved by Math graduates from a university in Rio Grande do Sul. The resolution of investigative tasks and the recording of discussions in the classroom were used as data collection tools. The data were subjected to discursive textual analysis, with three categories showing up: (a) Conjectures and solution strategies; (b) Learning manifestations; and, (c) Analysis of the difficulties while performing the task. With this study we conclude that the students involved in the research managed to create, test and validate the conjectures. The reflections, analysis of the difficulties, and discussions with the class were important to refine conjectures and rethink the variables that had not been considered in the activity, which increased the financial education knowledge, strengthening learning and the development of critical and collaborative thinking.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação financeira]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Financial education]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
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