<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100223</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15681</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Matemática financeira e formação docente: um mapeamento sistemático]]></article-title>
<article-title xml:lang="en"><![CDATA[Financial mathematics and teacher education: a systematic mapping]]></article-title>
<article-title xml:lang="es"><![CDATA[Matemáticas financieras y formación docente: un mapeo sistemático]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loos]]></surname>
<given-names><![CDATA[Rafael Henrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Comiotto]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Lorena Silva de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Rowan University  ]]></institution>
<addr-line><![CDATA[Glassboro Nova Jersey]]></addr-line>
<country>Estados Unidos</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Devido a situações cotidianas que remetem à Matemática Financeira, um questionamento que pode ser levantado é como se dá a preparação de professores de Matemática para trabalhar tal conteúdo na sala de aula. A partir disso, o mapeamento sistemático apresentado neste artigo objetiva identificar como a Matemática Financeira é abordada no processo de formação de professores. Quanto à metodologia, optou-se pelo protocolo de pesquisa proposto por Klock (2018). Utilizando-se as strings de busca &#8220;matemática financeira&#8221;, &#8220;formação de professores&#8221;, &#8220;financial mathematics&#8221; e &#8220;teacher education&#8221;, pesquisaram-se, nos mecanismos de busca Scielo, Portal de Periódicos CAPES, Spell, Web of Science, JSTOR, Springer Link e Science Direct, artigos revisados por pares, publicados entre 2010 e 2020, em português ou inglês, relacionados com a educação e adequados ao objetivo da pesquisa. De 28 artigos em português e 66 artigos em inglês encontrados, foram selecionados quatro para a análise. A partir dos resultados obtidos, percebeu-se um incentivo ao ensino da Matemática Financeira que seja contextualizado, explorando a visualização dos conceitos matemáticos e construindo as fórmulas a partir de diferentes situações financeiras do cotidiano, evitando que sejam desvinculadas da realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Due to everyday situations that refer to Financial Mathematics, a question that can be raised is how Mathematics teachers are prepared to work with such content in the classroom. Based on that, the systematic mapping presented in this article aims to identify how Financial Mathematics is approached in the teacher education process. As for the methodology, the research protocol proposed by Klock (2018) was chosen. Using the search strings &#8220;matemática financeira&#8221;, &#8220;formação de professores&#8221;, &#8220;financial mathematics&#8221; and &#8220;teacher education&#8221;, it was researched on the search engines Scielo, CAPES Journal Portal, Spell, Web of Science, JSTOR, Springer Link and Science Direct for peer-reviewed articles, published between 2010 and 2020, in Portuguese or English, related to education and appropriate to the research objective. Of 28 articles in Portuguese and 66 articles in English found, four were selected for analysis. From the results obtained, it was noticed an incentive to the teaching of Financial Mathematics that is contextualized, exploring the visualization of mathematical concepts and building formulas from different daily financial situations, preventing them from being disconnected from reality.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Debido a situaciones cotidianas que se refieren a Matemáticas Financieras, un cuestionamento se puede hacer acerca de la preparación de los profesores de Matemáticas para trabajar con ese tipo de contenidos em la clase. Desde eso, el mapeo sistemático presentado en este artículo tiene como objetivo identificar cómo se abordan las Matemáticas Fnancieras en la formación docente. En cuanto a la metodología, se eligió el protocolo de investigación propuesto por Klock (2018). Utilizándose las strings de búsqueda &#8220;matemáticas financeiras&#8221;, &#8220;formación de profesores&#8221;, &#8220;financial mathematics&#8221; y &#8220;teacher education&#8221;, buscamos en los motores de búsqueda Scielo, Portal de Periódicos CAPES, Spell, Web of Science, JSTOR, Springer Link y Science Direct, artículos revisados por pares, publicados entre 2010 y 2020, en portugués o inglés, relacionados con la educación y adecuados al objetivo de la investigación. De 28 artículos en portugués y 66 artículos en inglés encontrados, cuatro fueron seleccionados para el análisis. A partir de los resultados obtenidos, se percibió un incentivo a la enseñanza de Matemáticas Financieras que se contextualizara, explorando la visualización de conceptos matemáticos y construyendo las fórmulas desde de distintas situaciones financieras del cotidiano, evitando que se devincularan de la realidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Matemática Financeira]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento Sistemático]]></kwd>
<kwd lng="en"><![CDATA[Financial Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Initial Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Continuing Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Systematic Mapping]]></kwd>
<kwd lng="es"><![CDATA[Matemática Financiera]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Mapeo Sistemático]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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