ENSINANDO MATEMÁTICA FINANCEIRA COM TECNOLOGIAS: UMA EXPERIÊNCIA UTILIZANDO LABORATÓRIO ROTACIONAL EM TEMPOS DE ENSINO REMOTO

Abstract

In pandemic times, remote teaching was the keynote of school practices, teachers needed to reinvent themselves and, in the teaching of Mathematics, this was no exception. In this sense, this article aims to present an experience carried out in a class of Financial Mathematics in Basic Education, in which an adaptation of the Hybrid Teaching model of the Rotational Laboratory was used, as a teaching strategy. We conducted, based on the qualitative paradigm, a pre-test in order to identify the level of understanding of students regarding the theme to be addressed, which is fundamental for the organization and execution of this teaching proposal through free streaming. This provided a collaborative and interactive environment, in which the student is the center in the construction of knowledge. Through the application, it was noticed that there was an improvement in the students' learning regarding the contents: percentage, simple interest and compound interest, evidenced during the stages of the proposal. We understand that the data presented, contribute to the debate regarding the use of technology in times of remote and face-to-face teaching.