Motivated to promote a contextualized teaching of Mathematics and aiming to create a more
meaningful and engaging learning environment, the research focuses on the relationship
between banking operations and exponential functions. The goal is to reflect on how banking
operations work and to enable both teachers and students to adapt mathematical concepts for
their practical use and relevance in the real world. In the theoretical framework, the works of
Mol (2013), Aranha (2006), and Varotto (2006) were used to understand commerce and the
historical aspects of banking operations, while Rossini (2006), Sá (2003), Oliveira (1997), Eves
(2011), and Silva (2015) were used to synthesize the historical context of exponential functions.
Therefore, to address the need for contextualization and respond to the research problem, a
qualitative historical approach was adopted. This approach allowed the researcher to use
historical knowledge of Mathematics to complement current information. The research results
indicate that the acquired knowledge can be used by teachers to integrate BNCC guidelines and
create Learning Objects (LOs). Recognizing the importance of LOs in Mathematics teaching,
teachers can incorporate the mathematics involved in banking operations through a
contextualized study that addresses cultural, social, political, and psychological dimensions.
This highlights the need for pedagogical innovation and the adoption of technology. This
approach not only makes teaching more relevant but also helps prepare students for the practical
application of mathematical concepts in everyday life. Thus, pedagogical innovation and the
use of technology become essential tools for more effective teaching adapted to contemporary
demands.
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