Investigative Tasks Related to Financial Education: possible conjectures and resolution strategies

Abstract: This article is characterized as qualitative research and aims to analyze the possible conjectures and resolution strategies in two investigative tasks solved by Math graduates from a university in Rio Grande do Sul. The resolution of investigative tasks and the recording of discussions in the classroom were used as data collection tools. The data were subjected to discursive textual analysis, with three categories showing up: (a) Conjectures and solution strategies; (b) Learning manifestations; and, (c) Analysis of the difficulties while performing the task. With this study we conclude that the students involved in the research managed to create, test and validate the conjectures. The reflections, analysis of the difficulties, and discussions with the class were important to refine conjectures and rethink the variables that had not been considered in the activity, which increased the financial education knowledge, strengthening learning and the development of critical and collaborative thinking.