Shopping for Shoes: Teaching Students to Apply and Interpret Mathematics in the Real World

Sawatzki, Carly; Sullivan, Peter

doi:10.1007/s10763-017-9833-3

Cited by 13 publications

(8 citation statements)

References 22 publications

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“…Also, students need to have at least a basic level of math ability to be financially literate. If individuals have problems with their arithmetic skills, this will influence their financial literacy, that is, there is a mathematical dimension to student financial problem‐solving (Huston, 2010; Sawatzki & Sullivan, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Berková and Krpálek (2017) have argued that in the development of financial literacy, logical thinking is key for the functioning of the cognitive processes in learning; this logical thinking can be developed in mathematical disciplines that are essential for economic science. In this regard, Sawatzki and Sullivan (2018) have explored the potential of posing challenging mathematical problems situated in real‐world financial contexts to activate mathematical knowledge, skills, and reasoning. Their findings have suggested that students engage actively with the social and mathematical dimensions of the financial dilemmas.…”

Section: Introductionmentioning

confidence: 99%

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Teaching financial education in schools and students' financial literacy: A cross‐country analysis withPISAdata

2020

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In the last decade, developed and emerging economies have become increasingly aware of the importance of ensuring that their citizens are financially literate. Eighteen countries and economies, including 13 OECD countries, participated for the first time in 2012 on the financial literacy assessment of 15‐year‐old students. Financial literacy scores varied according to the participating countries, and they were determined by factors related to the teaching‐learning process, especially those related to the delivery of financial education in schools. This paper assesses the effectiveness of the provision of financial education in the school curriculum across all the countries that participated in PISA 2012—data from 2015 did not allow such analysis. We measured the direct effect of different ways of financial education delivery on students' financial literacy scores, after controlling for math and reading performance, and individual characteristics of students and their schools. The majority of the countries have introduced financial education topics in the curriculum somehow. But only in the Flemish Community of Belgium, the United States, and Latvia—and to a lesser extent in Australia, Estonia, France, Israel, Poland, Spain, the Czech Republic, the Russian Federation, and the Slovak Republic—the way how financial education (FE) is delivered is positively correlated with students' financial literacy scores: FE taught as part of business or economics courses in Belgium, FE taught as part of a cross‐curricular subject in the U.S., and FE taught as part of mathematics in Latvia. Our main findings pose fundamental challenges for educational policy regarding school‐based FE. The first is to decide at what age (grade) interventions should be introduced into the education system so that students are not only financially literate but also financially competent. The second is to devise instructional approaches that more effectively lead young people to put pertinent financial knowledge into practice and to do so correctly when they make financial decisions.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching financial education in schools and students' financial literacy: A cross‐country analysis withPISAdata

2020

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“…Much attention is paid to recent research and development aimed at improving financial literacy to prevent financial illiteracy [6][7].…”

Section: Relevance Of the Studymentioning

confidence: 99%

Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation

Abylkassymova

Mubarakov

Yerkisheva

et al. 2020

Int. J. Emerg. Technol. Learn.

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Abstract— Learning the basics of financial computation to improve financial literacy of students in school mathematics is not enough to deepen modern eco-nomic knowledge and its correct application in life practice, which requires a more comprehensive view of the process of teaching mathematics. The purpose of the research – to prepare a teaching guide during the process of studying math-ematics in high school on the formation of financial literacy skills. Research methods - expertise and pedagogical experiment, theoretical, methodical and mathematical analysis of educational and methodical complexes and manuals, textbooks used in schools of the country, scientific and theoretical problems, philosophical, psychological and pedagogical, methodical and mathematical litera-ture aimed at teaching the basics of financial literacy in mathematics classes. Re-sults - methods of teaching the basics of financial statements in mathematics les-sons in high school will increase not only students' knowledge of mathematics, but also the level of knowledge about financial calculations and their interest in learning and their ability to read, the quality of knowledge acquisition and their ability to increase their financial literacy. The results of the study can be used to train future mathematics teachers in secondary schools and higher education institutions, to improve the teaching content and methodology of mathematics, and to improve the professional development of teachers.

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“…The intervention consisted of a series of ten challenging contextualised learning tasks referred to as Bfinancial dilemmas^. Sawatzki and Sullivan (2017) describe financial dilemmas as sharing the following task features:…”

Section: The Educational Interventionmentioning

confidence: 99%

Cost, price and profit: what influences students’ decisions about fundraising?

Sawatzki

Goos

2018

Math Ed Res J

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This article examines some of the complexities associated with developing financially literate, enterprising young Australians through school education. We aimed to explore what seems to influence students in pricing goods for sale within their school community. Data were collected from more than 300 years 5 and 6 students (10-12 years of age) in four government primary schools in urban Darwin. Students were asked to respond to problem contexts involving fundraising as an example of an enterprise activity. The findings reveal that familiarity with fundraising initiatives, personal values, and language and literacy skills shaped the responses students gave. Students who gave loss-making and break-even responses were price conscious, but also tended to confuse terminology influencing mathematisation-i.e., Bcost^, Bprice^and Bprofit^. Students who gave profit-making responses applied reasoning that was mathematical, financial and entrepreneurial, giving explanations that distinguished between these terms. We argue that these insights contribute to our understanding how upper primary school students interpret and respond to financial problems, with useful implications for schools and teachers.

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Shopping for Shoes: Teaching Students to Apply and Interpret Mathematics in the Real World

Cited by 13 publications

References 22 publications

Teaching financial education in schools and students' financial literacy: A cross‐country analysis withPISAdata

Teaching financial education in schools and students' financial literacy: A cross‐country analysis withPISAdata

Assessment of Financial Literacy Formation Methods in Mathematics Education: Financial Computation

Cost, price and profit: what influences students’ decisions about fundraising?

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