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Insights from a financial literacy task designer: the curious case of problem context

conference contribution
posted on 2016-01-01, 00:00 authored by Carly SawatzkiCarly Sawatzki
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.

History

Pagination

576-583

Location

Adelaide, S. Aust.

Start date

2016-07-03

End date

2016-07-07

Language

eng

Publication classification

E1.1 Full written paper - refereed

Copyright notice

2016, MERGA

Editor/Contributor(s)

White B, Chinnappan M, Trenholm S

Title of proceedings

MERGA 2016 : Opening up mathematics education research : Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia

Event

Mathematics Education Research Group of Australasia. Conference (39th : 2016 : Adelaide, S. Aust.)

Publisher

Mathematics Education Research Group of Australasia

Place of publication

Payneham, S. Aust.

Series

Mathematics Education Research Group of Australasia Conference