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Financial Literacy and Numeracy Across Ecological Levels: Examining Global, National, Local, and Home Discourses of Financial Education
Wed, April 8, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
This symposium explores how financial literacy and numeracy (FLN) education is (or can be) shaped by different ecological levels of the social sphere: global, national, local, and home. Drawing on distinct research projects and educational experiences from a variety of settings (teacher education, informal education, media, and autoethnography), each presentation in the session will investigate how one of these levels informs financial knowledge, influences teaching practices, and shapes students’ engagement with FLN. This ecological framing emphasizes the diverse ways students encounter and interpret FLN across personal, institutional, and systemic contexts. By examining FLN through this layered lens, the symposium seeks to advance a more holistic understanding of the role of financial education in citizenship, identity, and education.
Sub Unit
Chair
Papers
From Symbols to Systems: Currency as a Tool for Global Citizenship Learning - Rosalia Cha, University of Toronto - OISE; Emmanuelle LePichon-Vorstman, University of Toronto; Alexandre Cavalcante, University of Toronto
Why should I trust this number? Re-mathematizing inflation in financial education - Deborah Benhamu, University of Toronto - OISE; Annie Savard, McGill University; Alexandre Cavalcante, University of Toronto
Financial numeracy education in informal settings: insights from designing a museum exhibition installation - Andrew Jingyuan Li, University of Toronto - OISE; Mark Argo, Toronto Metropolitan University; Alexandre Cavalcante, University of Toronto
Unschooling wealth: reimagining financial literacy through immigrant lived experience and currere - Jin A Jung, University of Toronto - OISE; Molade Osibodu, York University; Alexandre Cavalcante, University of Toronto
Fostering Equitable Math Learning Classrooms Through NICs: Middle School Students’ Perspectives - Pallavi Chhabra, Washington University in St. Louis; Jennifer Burris, University of Kentucky; Mitchelle M Wambua, Washington University in St. Louis; Rachel Ruggirello, Washington University in St. Louis; Alison Brockhouse, Washington University in St. Louis