Financial Numeracy in Mathematics Education: Research and Practice

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