Problematizing the Relationship(s) Between Financial Literacy and Mathematics in Multiple Educational Spaces

Session Type: Symposium

Abstract

This symposium focuses on the integration of financial literacy into mathematics education, which has gained consensus over the past decade. The objective is to discuss the implications of this integration and explore the teaching and learning of financial concepts through mathematics from diverse perspectives. The presentations stem from research projects conducted in Ontario, where financial literacy was incorporated into the new mathematics curriculum. They also analyze the experiences of secondary mathematics teachers, college instructors, and a program promoting critical financial literacy to Black youth. While conversations about financial literacy in mathematics education are emerging, most studies are from non-educational fields, necessitating a comprehensive understanding of its implications for curriculum and pedagogy from within mathematics education research.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Alexandre Cavalcante, University of Toronto

Papers

• Rethinking Approaches to Teaching Simple and Compound Interest in Secondary Mathematics Classes - Alexandre Cavalcante, University of Toronto; Jin A Jung, University of Toronto - OISE

• Challenging Neutrality and Individualism in Financial Literacy Curriculum: Some Reflections on the Mathematics Curriculum in Ontario, Canada - Alexandre Cavalcante, University of Toronto; Molade Osibodu, York University; Stella Kim, York University

• College Instructors' Insights on the Integration of Financial Concepts in Mathematics Courses - Asia Majeed, University of Toronto; Alexandre Cavalcante, University of Toronto

• What Does It Mean to Do Financial Literacy/Math in an Out-of-School Program? - Molade Osibodu, York University; Alexandre Cavalcante, University of Toronto