Financial Literacy: A Diagnosis of Knowledge Teachers

Abstract

This paper presents and discusses the results of research that sought to diagnose the mathematics teachers of financial literacy that operate in high school. A questionnaire was applied to a group of 161 volunteer teachers. The hypothesis is that financial education is achieved only when crafted by a group of literate teachers financially. This implies that these familiar with and master the concepts of financial mathematics, basic subject in the teaching and learning of financial education in accordance with the National Strategy for Financial Education (ENEF), established by the federal government, through Decree 7,397 / 10 . The methodology used was the Statistical Analysis Implicative (ASI) that sought to answer the hypothesis of the research by examining cohesion trees and truly implication graphs. Among the observed results, we highlight the perception of financial mathematics as being much the same thing that financial education, which may explain of the difficulties observed in previous research to critical discussion of the contextual elements of a problem involving financial education.