Building mathematical models in higher education: a case study of the Retirement Savings System
Abstract
This article presents the results of a qualitative case study aimed at analyzing how the evolution of knowledge about the Retirement Savings System (SAR) influenced the construction and development of mathematical models, as well as the use of technological tools, by a student in the Economics and Finance undergraduate program. The problem situation addressed was real and related to mathematical concepts associated with compound interest. The study was framed within the models and modeling perspective. The results show that the student’s initial knowledge of the SAR influenced the design of a first model with elements of simple interest. As the student deepened his understanding of the SAR, his mathematical model evolved, showing improved use of a spreadsheet in a second model, although still with limited ideas associated with simple interest. In the third model, the student incorporated compound interest concepts, reflecting a higher level of conceptual understanding. This progression shows how understanding the professional context influenced decisions made during the modeling process and the use of technology, contributing to a deeper understanding of the SAR.
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