The gap between the financial mathematics expressed in textbooks and that practiced in banks
Tipo de documento
Lista de autores
Pinheiro, Maria Rachel, Barbosa, Jonei Cerqueira, Noss, Richard y Hoyles, Celia
Resumen
In this study, we aim to characterize the gap between the Financial Mathematics as expressed in textbooks and what is practiced in banking institutions. Three textbooks selected from public universities in the Brazilian state of Bahia were analyzed, and bank employees working in two banks in a city of the same state were observed. We noted different routines expected of participants in these two contexts, different problems faced and wide variation in the use of technology. Bank employees cope with client requests by interacting with bank systems in routines that include data selection to input into systems and the solution approach are organized around outputs as critical steps. However, this type of participation is also related to concerns about executing procedures with the security and agility required by the context’s social practice. By contrast, Financial Mathematics reified in textbooks indicates pseudo-realistic exercises involving routines that include selecting models and calculation procedures as critical steps with only marginal use of technology, such as calculators.
Fecha
2018
Tipo de fecha
Estado publicación
Términos clave
Desde disciplinas académicas | Libros de texto | Otro (dispositivos) | Teoría social del aprendizaje
Enfoque
Idioma
Revisado por pares
Formato del archivo
Volumen
20
Número
2
Rango páginas (artículo)
96-116
ISSN
21787727
Referencias
Angrosino, M. (2005). “Recontextualizing observation: ethnography, pedagogy, and the prospects for a progressive political agenda”. In The Sage Handbook of Qualitative Research, edited by N. K. Denzin and Y. S Lincoln, 729-745. Third Edition. London: Sage Publications. Bakker, A., Hoyles, C., Kent, P., & Noss, R. (2006). “Improving work processes by making the invisible visible”. Journal of Education and Work. 19(4), 343-361. Billet, S. (2011). “Workplace curriculum: practice and propositions”. In Theories of Learning for the Workplace: building blocks for training and professional development programs, edited by F. Dochy et al, 17-36. Oxon: Routledge. Capinski, M., & Zastawniak, T. (2011). Mathematics for Finance: an introduction to financial engineering. London: Springer. Charmaz, K. (2005). “Grounded Theory in the 21st century: applications for advancing social justice studies”. In The Sage Handbook of Qualitative Research, edited by N. K. Denzin and Y. S Lincoln, 507-535. Third Edition. London: Sage Publications. Denzin, N. K., & Lincoln, Y. S. (2005). “Introduction: the discipline and the practice of qualitative research”. In The Sage Handbook of Qualitative Research, edited by N. K. Denzin and Y. S Lincoln, 1-32. Third Edition. London: Sage Publications. Drake, P. P., & Fabozzi, F. J. (2009). Foundations and applications of the time value of money. New Jersey: John Wiley & Sons. Fontana, A., & Frey, J. (2005). “The interview: from neutral stance to political involvement”. In The Sage Handbook of Qualitative Research, edited by N. K. Denzin and Y. S Lincoln, 695-727. Third Edition. London: Sage Publications. Hodkinson, P. (2005). “Reconceptualizing the relations between college-based and working learning”. Journal of Workplace Learning. 17(8), 521-532. Hoyles, C., Noss, R., Kent, P. & Bakker, A. (2010.). Improving mathematics at work: the need for techno-mathematical literacies. New York: Routledge. Hoyles, C., Noss, R., & Pozzi, S. (2001). “Proportional reasoning in nursing practice”. Journal for Research in Mathematics Education. 32(1), 4-27. Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press. Li, Y., Zhang, J., & Ma, T. (2009). “Approaches and practices in developing school mathematics textbooks in China”. ZDM – The International Journal on Mathematics Education. 41, 733-748. Mathias, W. F., & Gomes, J. M. (2011). Matemática Financeira. São Paulo: Atlas. Murphy, A. (2008). The interface between academic knowledge and working knowledge: implications for curriculum design and pedagogic practices. Level 3, Issue 6, May. Noss, R. & Hoyles, C. (1996). “The visibility of meanings: modeling the mathematics of banking”. International Journal of Computers for Mathematical Learning. 1, 3-31. Oliveira, F. D. “Análise de textos didáticos de matemática: um mapeamento e uma proposta metodológica fundada numa perspectiva hermenêutica”. Bolema, v.23, n.35B, p.477-496, 2010. Rezat, S. (2006). “The structures of German mathematics textbooks”. ZDM – The International Journal on Mathematics Education. 38(6), 482-487. Rivera, F., & Becker, J. R. (2004). A sociocultural account of students’ collective mathematical understanding of polynomial inequalities in instrumented activity. Paper presented at 28th Conference Of The International Group For The Psychology Of Mathematics Education, 4. Bergen: IGPME, 81-88. Samanez, C. P. (2010). Matemática Financeira. São Paulo: Pearson Prentice Hall. Skovsmose, O. (2000). “Cenários para investigação”. Bolema, 14, 66-91. Vieira Sobrinho, J. D. (2013). Matemática Financeira. São Paulo: Atlas. Wedege, T. (2010). Researching workers’ mathematics at work. Paper presented at Educational Interfaces Between Mathematics And Industry Conference. Lisboa: Centro Internacional de Matemática, 565-574. Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press. Wertsch, J. V. (1991). Voices of the mind: a sociocultural approach to mediated action. Cambridge: Harvard University Press. Williams, J., and Wake, G. (2007). “Black boxes in workplace mathematics”. Educational Studies in Mathematics. 64, 317-343. Zevenbergen, R. J. (2011). “Young workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industry”. Educational Studies in Mathematics. 76, 87-100.