Mathematics Teachers' Relationships to Learn Financial Literacy as a Way to Create Self-Identity

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Abstract

This paper presents a study conducted with 36 secondary school mathematics teachers who are expected to teach financial literacy along with their subject matter. We wanted to study their relationships to learn about financial concepts, which include identity, social and epistemic relationships. We collected information using an online survey. Our results show that they were more comfortable with financial concepts they use on a daily life basis, a variety of people help them gain more information about finances, they teach the concepts they are the most comfortable with, and they select the financial concepts related to personal and mathematical reasons. Our results show a correlation between their relationships to learn for themselves with their relationships to learn for their students.

Authors

• Annie Savard, McGill University

• Alexandre Cavalcante, University of Toronto

• Philippe Turineck, McGill University