Educational simulators as a pedagogical tool for teaching finance

Abstract

The mathematical component is a relevant aspect in learning finance, since it favors the development of cognitive processes,   such as: reasoning, visualization, interpretation, direction, relationship, among others; that will be useful for understanding the different situations; the complexity of its contents and the limited applicability that teachers promote from them, together with the limited existence of adequate didactic strategies that encourage motivation and the development of skills to understand them, mean that their study generates little attraction on the part of students.

The Project aims to visualize the skills associated with   financial   thinking   through the use of technological tools, especially simulators, in higher education students. It was framed within the qualitative, exploratory, descriptive approach and developed under the Action Research method. They were selected as information gathering techniques: direct observation, structured interview and survey. The research population consisted of 25 students and 6 teachers who guide the subjects corresponding to the financial area. Among the results, it was found that through the use of simulators, teachers can appropriate ICT as a more assertive teaching mechanism to stimulate financial and economic thinking in students.