Financial Numeracy in Mathematics Education: Research and Practice

Description

This book presents the important role of mathematics in the teaching of financial education. Through a conceptualization of financial numeracy as a social practice, it focuses on the teaching practices, resources, and needs of secondary mathematics teachers (grades 7-12) to incorporate financial concepts in their classes. The editors and authors bring forth a novel perspective regarding mathematics education in the digital era. By focusing on financial numeracy, a key component of skills required in the digital era, they discuss important issues related to the teaching and learning of mathematics and finance. In contrary to most research in the field of financial education coming from scholars in areas such as business, accounting, management and economics, this book introduces the contribution of researchers from the field of education to the debate.  The book appeals to an international audience composed of researchers, stakeholders, policymakers, teachers, and teacher educators. Preface Introduction: Financial Education in the Digital Era Contents Contributors Epistemology and Curriculum Financial Education and Mathematics Education: A Cross-Cutting Analysis of the Epistemological Intersection of Financial Numeracy 1 Introduction 2 Definition(s) of Financial Education: Moving from Financial Literacy to Financial Education References Financial Numeracy as Part of Mathematics Education 1 Introduction 2 Theoretical Foundations of Numeracy 2.1 Numeracy as Basic Arithmetic 2.2 Numeracy as Mathematical or Quantitative Literacy 2.3 Numeracy as Social Practice 3 Towards a Conceptualisation of Financial Numeracy 3.1 Three Dimensions of Teaching Financial Numeracy 4 Concluding Remarks References An Overview of Financial Numeracy in the Quebec Curriculum 1 The Quebec Education System 2 Broad Areas of Learning 3 Mathematics Curriculum (Financial Mathematics) 4 Financial Education Course 5 Discussion References Research Design of the Project Background and Implementation of the Project 1 Introduction 2 The Quebec Context 3 A Qualitative Methodology 4 Implementation of the Methodology 5 Concluding Remarks References Building a Research Instrument on Financial Numeracy in Schools (Quebec and Romania) 1 Introduction 2 Sections of the Initial Questionnaire 2.1 Consent Form 2.2 Demographic Questions 2.3 Questions About Knowledge and Representations of FE 2.4 Questions About Teaching Practices and Needs 3 Conceptualising the Questionnaire in Romania 4 The Revised Questionnaire 4.1 Consent Form 4.2 Demographic Questions 5 Questions About Knowledge and Representations of FE 6 Comparing Implementation of the Questionnaire in Two Different Contexts 6.1 Consent Form 6.2 Demographic Questions 6.3 Questions About Knowledge and Representations of FE 6.4 Questions About Teaching Practices and Needs 7 Elements to Be Considered When Adapting a Research Instrument 8 Concluding Remarks Using Tasks to Elicit Mathematics Teachers’ Thinking in Financial Numeracy 1 Introduction 2 The Importance of Task Design in Mathematics Classrooms 3 Different Stances in Focus Groups 3.1 Research Stance 3.2 Practice Stance 4 Concluding Remarks References Financial Numeracy Research in the Digital Era: Ethical Considerations 1 Introduction 2 Ethical Considerations When Planning a Research Project 2.1 Obtaining an Ethics Certificate 2.2 Ethical Considerations Specific to FE Research 3 Ethics During the Research 3.1 Ethical Dilemma: Mathematics Dimension 3.2 Ethical Dilemma: Personal Finances Dimension 3.3 Ethical Dilemma: Professional Dimension 4 Ethics After the Research: Implications for Researchers 5 Concluding Remarks References Results of the Project Mathematics Teachers’ Financial Numeracy Representations and Practices 1 Introduction 2 Teachers’ Representations of Financial Education and Financial Numeracy 2.1 The Emphasis Given in Their Definitions 2.2 The Dimensions of Their Definitions 3 Their Financial Numeracy Teaching Practices 4 Their Needs for Teaching Financial Numeracy 5 Concluding Remarks References Making Sense of Mathematics: Two Case Studies of Financial Numeracy in Grade 11 Mathematics Classrooms 1 Introduction 2 Lesson 1: Science Stream Mathematics 2.1 Analysis 3 Lesson 2: Cultural, Social and Technical Stream Mathematics 3.1 Financial Dimension 3.2 Technological Dimension 3.3 Mathematical Dimension 3.4 Analysis 4 Discussion 5 Concluding Remarks References Implications for Teachers Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership Some Financial Numeracy Tasks for Secondary-School Mathematics Classes 1 Introduction 2 Task 1: Margaret 3 Task 2: Cellphone 4 Task 3: Chicken Shack 5 Task 3: Chicken Shack Part 2 Conclusion: Financial Numeracy as an Emerging Field in Education Financial Numeracy in Relation to the Community of Mathematics Education References