Abstract
In this paper, I explore data collected from more than 300 Year 5 and 6 students in four government primary schools in urban Darwin. Students were asked to respond to real-world problem contexts involving fundraising as an example of an enterprise activity. The findings reveal that familiarity with the problem context, personal values, and language and literacy skills influenced students’ decisions how to price goods for sale. It is argued that contextualised learning tasks that require students to apply mathematical, financial, and entrepreneurial thinking can provide insights into students’ family backgrounds, personal values, and learning needs while guiding and informing culturally responsive teaching.
| Original language | English |
|---|---|
| Title of host publication | 40 Years On |
| Subtitle of host publication | We Are Still Learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Ann Downton, Sharyn Livy, Jennifer Hall |
| Place of Publication | Adelaide SA Australia |
| Publisher | Mathematics Education Research Group of Australasia |
| Pages | 458-465 |
| Number of pages | 8 |
| ISBN (Print) | 9781920846305 |
| Publication status | Published - 2017 |
| Event | Annual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 Conference number: 40th https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings) |
Conference
| Conference | Annual conference of the Mathematics Education Research Group of Australasia 2017 |
|---|---|
| Abbreviated title | MERGA 2017 |
| Country | Australia |
| City | Melbourne |
| Period | 2/07/17 → 6/07/17 |
| Internet address |