Financial Numeracy in Mathematics Education: Research and Practice

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.

Author: Annie Savard
Publisher: Springer
Published: 08/29/2022
Pages: 108
Binding Type: Paperback
Weight: 0.41lbs
Size: 9.21h x 6.14w x 0.27d
ISBN13: 9783030735906
ISBN10: 3030735907
BISAC Categories:
- Education | Teaching | Subjects | Mathematics
- Mathematics | Applied
- Education | Educational Psychology

About the Author

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 in Brazil, China, Romania, and South Korea. Alexandre's research interests include financial literacy and numeracy, ethnomathematics, critical mathematics education, informal numeracy practices, entrepreneurship, and citizenship.

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