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Financial Numeracy in Mathematics Education

Research and Practice

  • Book
  • © 2021

Overview

Editors:
  1. Annie Savard

    1. Faculty of Education, McGill University, Montréal, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Alexandre Cavalcante

    1. Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Presents research-based evidence on financial education from the perspective of teachers
  • Shows insights for initiatives in Financial Education from research and practice perspectives
  • Provides resources for professional development as well as tasks for teaching mathematics and financial education

Part of the book series: Mathematics Education in the Digital Era (MEDE, volume 15)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xv
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  2. Epistemology and Curriculum

    1. Front Matter

      Pages 1-1
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    2. Financial Education and Mathematics Education: A Cross-Cutting Analysis of the Epistemological Intersection of Financial Numeracy

      • Annie Savard, Alexandre Cavalcante
      Pages 3-8

    3. Financial Numeracy as Part of Mathematics Education

      • Annie Savard, Alexandre Cavalcante
      Pages 9-18

    4. An Overview of Financial Numeracy in the Quebec Curriculum

      • Annie Savard, Alexandre Cavalcante, Azadeh Javaherpour
      Pages 19-27

  3. Research Design of the Project

    1. Front Matter

      Pages 29-29
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    2. Background and Implementation of the Project

      • Alexandre Cavalcante, Annie Savard
      Pages 31-35

    3. Building a Research Instrument on Financial Numeracy in Schools (Quebec and Romania)

      • Annie Savard, Daniela Caprioara
      Pages 37-46

    4. Using Tasks to Elicit Mathematics Teachers’ Thinking in Financial Numeracy

      • Louis-Philippe Turineck, Alexandre Cavalcante
      Pages 47-53

    5. Financial Numeracy Research in the Digital Era: Ethical Considerations

      • Annie Savard, Alexandre Cavalcante
      Pages 55-63

  4. Results of the Project

    1. Front Matter

      Pages 65-65
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    2. Mathematics Teachers’ Financial Numeracy Representations and Practices

      • Alexandre Cavalcante
      Pages 67-80

    3. Making Sense of Mathematics: Two Case Studies of Financial Numeracy in Grade 11 Mathematics Classrooms

      • Alexandre Cavalcante, Annie Savard
      Pages 81-92

  5. Implications for Teachers

    1. Front Matter

      Pages 93-93
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    2. Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership

      • Benoit Brosseau, Jean-François Blanchet
      Pages 95-98

    3. Some Financial Numeracy Tasks for Secondary-School Mathematics Classes

      • Louis-Philippe Turineck, Annie Savard
      Pages 99-104

  6. Back Matter

    Pages 105-108
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Keywords

About this book

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.




Reviews

“This could also be used as a supplementary book for a graduate-level mathematics education student studying financial numeracy.” (Blain Patterson, MAA Reviews, December 12, 2021)

Editors and Affiliations

  • Faculty of Education, McGill University, Montréal, Canada

    Annie Savard

  • Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

    Alexandre Cavalcante

About the editors

Annie Savard is an associate professor at McGill University in the Department of Integrated Studies in Education (DISE). Her research program focuses on the contribution of mathematical competencies to the development of citizenship competencies such as decision-making or critical thinking in regard to financial education. She is also interested by the professional development of teachers, which brought her to work with different communities of teachers, from Nunavik in Canada, to Romania and several African countries such as Côte D’Ivoire, DCR, Djibouti, Mali, and Rwanda.

Alexandre Cavalcante is an assistant professor of Mathematics Education in the Department of Curriculum, Teaching, and Learning at OISE, University of Toronto. His research is centered around numeracy education and how it can respond to the demands of a society in transition. He has worked in the field of mathematics and science teacher education with different researchers, governments, and organizations inBrazil, China, Romania, and South Korea. Alexandre's research interests include financial literacy and numeracy, ethnomathematics, critical mathematics education, informal numeracy practices, entrepreneurship, and citizenship.

Bibliographic Information

  • Book Title: Financial Numeracy in Mathematics Education

  • Book Subtitle: Research and Practice

  • Editors: Annie Savard, Alexandre Cavalcante

  • Series Title: Mathematics Education in the Digital Era

  • DOI: https://doi.org/10.1007/978-3-030-73588-3

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2021

  • Hardcover ISBN: 978-3-030-73587-6Published: 28 August 2021

  • Softcover ISBN: 978-3-030-73590-6Published: 29 August 2022

  • eBook ISBN: 978-3-030-73588-3Published: 27 August 2021

  • Series ISSN: 2211-8136

  • Series E-ISSN: 2211-8144

  • Edition Number: 1

  • Number of Pages: XV, 108

  • Number of Illustrations: 9 b/w illustrations, 7 illustrations in colour

  • Topics: Mathematics Education, Financial Mathematics, Learning & Instruction, Curriculum Studies

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