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ERIC Number: ED572358
Record Type: Non-Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Insights from a Financial Literacy Task Designer: The Curious Case of Problem Context
Sawatzki, Carly
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (39th, Adelaide, South Australia, 2016)
As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed "financial dilemmas" were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks--"Catching the bus" and "Buying bread"--this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A