Lessons in financial literacy task design: Authentic, imaginable, useful

Carly Sawatzki

    Research output: Contribution to journalArticleResearchpeer-review

    12 Citations (Scopus)

    Abstract

    As part of ongoing design-based research exploring financial literacy teaching and learning, 10 tasks termed “financial dilemmas” were trialled by 14 teachers and more than 300 year 5 and 6 students in four government primary schools in urban Darwin. Drawing on data related to three tasks—Catching the bus, Laser Tag and Buying bread—this article explores insights into problem context and task design principles. The findings highlight that fit to circumstance, challenge yet accessibility and pedagogical architecture are important task design principles. Further, tasks involving unfamiliar, novel and imaginable problem contexts, while pedagogically demanding for teachers, can be considered useful by students and have the potential to broaden their horizons.
    Original languageEnglish
    Pages (from-to)25-43
    Number of pages19
    JournalMathematics Education Research Journal
    Volume29
    Issue number1
    DOIs
    Publication statusPublished - 1 Mar 2017

    Keywords

    • Realistic mathematics
    • Numeracy
    • Task design
    • Financial literacy
    • Problem solving

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