Mathematics as a curricular component must guarantee stimulation, creativity, and critical
thinking; at the same time, entrepreneurship must provide elements for the student’s cultural
change. In this perspective, thinking about the teaching of Financial Mathematics in the last
phase of Elementary School, in the training of entrepreneurs, and in the improvement of social
conditions, what pedagogical actions can be recommended? This work had a general objective:
to propose a didactic sequence for the teaching of Financial Mathematics for students of the 9th
year of Elementary School, promoting and encouraging the creation and development of small
entrepreneurs, in addition to financial practices beneficial to their quality of life. The method
used consisted of exploratory research, through semi-structured interviews via audio conference
for data collection, carried out with Banco da Amazônia clients who contracted microcredit
operations in 2019, in Araguaína, in the state of Tocantins. The analysis of the data revealed the
need to implement actions that help teachers from the 9th grade of an Elementary School in the
insertion of themes related to Financial Mathematics, entrepreneurship, and microcredit. In this
context, the objective of this study was fulfilled, generating a didactic sequence for teachers to
have ideas on how to work in Financial Mathematics, with suggestions for activities that promote
and encourage the training of small entrepreneurs and financial practices, also contributing to the
good social welfare of families.
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