Teaching Financial Literacy With Max and Ruby

Brown, Natalya; Ferguson, Kristen

doi:10.1080/00094056.2017.1275239

Cited by 2 publications

(1 citation statement)

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“…The topic has been explored in detail by researchers in other fields such as economics, management, accounting, social work and psychology. These fields have produced a variety of theories and perspectives for understanding different aspects of FE, including consumer behaviour (how consumers respond and act according to the milieu, e.g., Dwiastanti, 2015;Suparti, 2016), financial choices and decision making (what factors impact the process of making a financial decision, e.g., Banaian, 2009;Garofalo & Kitchell, 2010), financial knowledge (theories, formulas, processes associated with finance as a discipline, e.g., Kim, Chatterjee, Young, & Moon, 2002;Walstad et al, 2017), debt and saving (similar to consumer behaviour, but focused less on consumption and more on money management, e.g., Brown & Ferguson, 2017;Reams-Johnson & Delker, 2016), and pensions and employability (topics that extend to public policy and social well-being, e.g., Fornero & Monticone, 2011;Lusardi & Mitchell, 2008, 2011Lusardi & Mitchelli, 2007).…”

Section: Introduction: Financial Education In the Digital Eramentioning

confidence: 99%

Financial Numeracy in Mathematics Education

2021

Mathematics Education in the Digital Era

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The Mathematics Education in the Digital Era (MEDE) series explores ways in which digital technologies support mathematics teaching and the learning of Net Gen'ers, paying attention also to educational debates. Each volume will address one specific issue in mathematics education (e.g., visual mathematics and cyber-learning; inclusive and community based e-learning; teaching in the digital era), in an attempt to explore fundamental assumptions about teaching and learning mathematics in the presence of digital technologies. This series aims to attract diverse readers including: researchers in mathematics education, mathematicians, cognitive scientists and computer scientists, graduate students in education, policy-makers, educational software developers, administrators and teachers-practitioners. Among other things, the high quality scientific work published in this series will address questions related to the suitability of pedagogies and digital technologies for new generations of mathematics students. The series will also provide readers with deeper insight into how innovative teaching and assessment practices emerge, make their way into the classroom, and shape the learning of young students who have grown up with technology. The series will also look at how to bridge theory and practice to enhance the different learning styles of today's students and turn their motivation and natural interest in technology into an additional support for meaningful mathematics learning. The series provides the opportunity for the dissemination of findings that address the effects of digital technologies on learning outcomes and their integration into effective teaching practices; the potential of mathematics educational software for the transformation of instruction and curricula; and the power of the e-learning of mathematics, as inclusive and community-based, yet personalized and hands-on.

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