Designing mathematical tasks to enhance financial literacy among children in Grades 1

Designing mathematical tasks to enhance financial literacy among children in Grades 1–8

Published:2022-12-19 Issue:3 Volume:54 Page:433-450
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Ozkale Abdullah¹^ORCID,Aprea Carmela²^ORCID

Affiliation:

1. Department of Banking and Insurance, Isparta University of Applied Sciences, Isparta, Turkey

2. Business School, Instructional Systems Design and Evaluation, University of Mannheim, Mannheim, Germany

Funder

Türkiye Bilimsel ve Teknolojik Araştirma Kurumu

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2022.2157342

Reference59 articles.

1. Children and money: getting an allowance, credit versus cash, and knowledge of pricing∗

2. Accounting for Student Perspectives in Task Design

3. Secondary school students’ informal conceptions of complex economic phenomena

4. Australian Securities and Investments Commission (ASIC). (2011). National consumer and financial literacy framework. http://www.curriculum.edu.au/verve/_resources/National_Consumer_Financial_Literacy_Framework_FINAL.pdf

5. Bartolini Bussi, M., Sun, X. & Ramploud, A. (2013, July). A dialogue between cultures about task design for primary school. In C. Margolinas (Ed.) Proceedings of ICMI Study 22 (pp. 549–558). University of Oxford.

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