Critical Financial Education in Mathematics Classes: an Analysis from the Perspective of the Registers of Semiotic Representation

This article aims to present teaching and learning situations that provide students with favorable conditions to assign meaning and significance to mathematical objects, bearing in mind the mobilization/production of mathematical knowledge, in light of the Theory of Registers of Semiotic Representation. To this end, a sequence of activities was designed and carried out in a first-year high school class at a public school in the state of Minas Gerais. The sequence took as its starting point contributions from the Theory of Registers of Semiotic Representation for the processes of teaching and learning Mathematics, enabling discussions and reflections in the context of Critical Financial Education. The results indicate that school practices aligned with students’ realities tend to foster better engagement for the benefit of building mathematical knowledge and contribute to the formation of a critical and autonomous individual, capable of playing an active role in society by responding to social contradictions