O uso da Inteligência Artificial Generativa para o ensino de Matemática Financeira.

Abstract

This study investigates the pedagogical potential of Generative Artificial Intelligence (GAI) as a mediation tool in the teaching of Financial Mathematics in Basic Education. Facing the progressive dissemination of these digital media, there is an urgent need to support teaching practices beyond the mechanical application of abstract formulas. Methodologically, the research carried out a documentary mapping and a critical analysis of the National Common Curricular Base (BNCC) guidelines, combined with a systematic review of recent PROFMAT dissertations focused on the use of calculators, spreadsheets, and simulators. The results show that superficial commands induce interfaces into hallucinations and other misconceptions harmful to learning. In response to these gaps, an Educational Product is presented in the format of an Interactive Booklet based on Prompt Engineering, the Guide to Pedagogical Prompts for Teaching Financial Mathematics. The material adopts the socioeconomic reality of the clothing production hub of Santa Cruz do Capibaribe – PE as its pedagogical transposition axis, repositioning the Teacher as a critical tutor of the algorithm.