<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000100487</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.068.ao09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Investigação matemática e educação financeira: manifestações de aprendizagem em um curso de licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Math investigation and financial education: learning manifestations in a graduation program]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigación matemática y educación financiera: manifestaciones de aprendizaje en un curso de licenciatura]]></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  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Vale do Taquari  ]]></institution>
<addr-line><![CDATA[Lajeado RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>68</numero>
<fpage>487</fpage>
<lpage>512</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000100487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000100487&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000100487&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 investigar a aprendizagem e principais dificuldades dos licenciandos em matemática de uma universidade no estado do Rio Grande do Sul, com relação a tarefas investigativas de educação financeira, a partir de questionário metacognitivo. A metacognição está relacionada à consciência do indivíduo sobre a sua própria aprendizagem. Os dados produzidos foram analisados mediante a análise textual discursiva, surgindo duas categorias: a) Manifestações de aprendizagem e; b) Análise das dificuldades durante a resolução da tarefa. Por meio deste estudo, conclui-se que a maioria dos alunos envolvidos na pesquisa aprenderam educação financeira a partir da resolução das tarefas investigativas, análise das dificuldades e discussões com a turma. As principais dificuldades encontradas estão relacionadas à falta de conhecimento de economia; insegurança na formulação de conjecturas e generalizações, em função da dependência da utilização de formulários; ausência de prática na resolução de problemas de caráter aberto. Os pequenos grupos quando compararam seus resultados, no momento da socialização para o grande grupo, perceberam que poderiam ter escolhido outros caminhos ou que algum fator importante, que poderia ter feito parte da análise, não tinha sido considerado, o que possibilitou diversas reflexões, 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 investigate the learning and difficulties of undergraduates in mathematics, from a university in the state of Rio Grande do Sul, regarding investigative tasks of financial education, based on a metacognitive questionnaire. The metacognition is related to the individual's consciousness about their own learning. The data produced were analyzed through discursive textual analysis, with two categories showing up: a) learning manifestations and b) analysis of the difficulties while performing the tasks. Through this study, we conclude that most of the students involved in the research have learned financial education from the investigative tasks, difficulty analyses and discussions with the class. The main difficulties found are related to the lack of knowledge in economics; insecurity when creating conjectures and generalizations, because of the dependence on the use of forms; the absence of practice in solving open problems. The small groups, when comparing their results, at the moment to socialize with the big group, realized they could have chosen a different path or that an important factor, which could have been part of the analysis, hadn't been considered, which enabled many reflections, strengthening the learning and the development of critical and collaborative thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se caracteriza como una investigación cualitativa y tiene como objetivo investigar el aprendizaje y las dificultades de los alumnos de licenciatura en matemáticas, de una universidad de Rio Grande do Sul, en relación a tareas investigativas de educación financiera, a partir de cuestionario metacognitivo. La metacognición está relacionada a la consciencia del individuo sobre su propio aprendizaje. Los datos producidos fueran analizados mediante el análisis textual discursivo, surgiendo dos categorías: a) Manifestaciones de aprendizaje y; b) Análisis de las dificultades durante la solución de la tarea. Por medio de este estudio, se concluye que la mayoría de los alumnos involucrados en la investigación han aprendido educación financiera a partir de la solución de tareas investigativas, análisis de dificultades y discusiones con la clase. Las principales dificultades encontradas están relacionadas a la falta de conocimiento de economía; inseguridad en la creación de conjeturas y generalizaciones, a causa de la dependencia del uso de formularios y; ausencia de práctica en la solución de problemas abiertos. Los pequeños grupos cuando compararon sus resultados, en el momento de socialización para el gran grupo, percibieron que habrían podido elegir otros caminos o que algún factor importante, que habría podido hacer parte del análisis, no habría sido considerado, lo que posibilitó diversas reflexiones, fortaleciendo el aprendizaje y el desarrollo del espíritu crítico y colaborativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Financeira]]></kwd>
<kwd lng="pt"><![CDATA[Economia]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="en"><![CDATA[Financial Education]]></kwd>
<kwd lng="en"><![CDATA[Economics]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="es"><![CDATA[Educación Financiera]]></kwd>
<kwd lng="es"><![CDATA[Economía]]></kwd>
<kwd lng="es"><![CDATA[Matemática]]></kwd>
<kwd lng="es"><![CDATA[Metacognición]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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