Methodological strategy for learning Financial Mathematics in technical careers: an approach based on the resolution of real problems
DOI:
https://doi.org/10.46480/esj.10.2.297Keywords:
problem-based learning, technical and vocational education, TPACK, quasi-experimental designAbstract
Context: This study addresses the main challenges identified in the teaching of financial mathematics at the technical-vocational level, particularly the gap between theoretical knowledge of mathematical procedures and their practical application in business contexts. The findings revealed low academic performance, which was associated with the abstract nature of the content and the limited use of practical tools. Method: Accordingly, the study aimed to design a problem-based teaching strategy supported by digital tools in order to strengthen financial competencies among technical-professional students. The study followed a quantitative approach, with an explanatory scope and a quasi-experimental design, aimed at determining the effect of the proposed strategy on students' financial competencies. The proposed solution is based on the Technological Pedagogical Content Knowledge (TPACK) model and integrates accessible digital resources that facilitate the calculation of profitability indicators, amortization, and other financial measures. Results: The implementation of the strategy, within a quasi-experimental design, showed improvements in financial literacy and decision-making in financial contexts. It also enhanced student motivation and the application of theoretical concepts to practical situations, outperforming traditional teaching methods. Conclusions: The study concludes that integrating financial mathematics instruction with technology promotes meaningful learning, which is essential for students' professional development and workplace performance.
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Copyright (c) 2026 Julio César Castro Rosado, Adriana María Castro Maridueña, Andrea Castro Maridueña (Author)
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