The role of financial numeracy in developing life skills among international students in college: perspectives of mathematics instructors from Ontario, Canada.

• In Event: Social and justice issues in mathematics education

Proposal

The changing landscape of immigration policies in Canada has brought about significant transformations in the role of college education. Formerly perceived as institutions primarily focused on technical apprenticeship, colleges now cater to a diverse array of career intentions, serving as a gateway for individuals seeking new career opportunities and an entry point into the workforce for others. A particular audience of colleges is international students. The number of international students with study permits in Canada has increased, with India leading in 2022 with 319,000 study permit holders, followed by China and the Philippines. While universities and colleges constitute the two main types of post-secondary institutions in Canada, the number of international students in colleges has shown a substantial increase since 2015/16, surpassing the growth rate in universities during the same period.
Within this context, the role of mathematics courses in Canadian colleges is multifaceted. Some college mathematics courses aim to introduce students to higher-level mathematical concepts, facilitating their potential transition to university programs. In other cases, they offer students the opportunity to reconstruct the knowledge of K-12 mathematics. In most cases, however, mathematics courses are taught in contextualized ways that are deemed relevant for students’ professional future. These two cases often incorporate mathematical ideas situated in real-life contexts. Among these contexts, financial and economic contexts play a particularly important role since students will face a range of situations that require their understanding of financial products and services through mathematical ideas (financial numeracy). As a result, college mathematics courses play a diverse and essential role in catering to the needs of international students in Canada.
This study focuses on exploring the experiences and perceptions of college mathematics instructors concerning international students. The research questions posed are as follows: 1) What are the experiences of mathematics instructors in Canadian colleges regarding international students? 2) What are their perceptions of the financial numeracy of international students?
The research methodology employed a comprehensive examination of programs offered by nine colleges in the Greater Toronto Area (GTA). Mathematics courses within these programs were analyzed to determine the extent to which they incorporate fundamental financial numeracy concepts. Interviews were conducted with mathematics instructors to gather insights into their experiences teaching these courses, covering topics such as teaching experience, personal financial experience, teaching of financial concepts, and support requirements for teaching financial concepts in college mathematics. Themes that consistently emerged from the analysis of interview data included the instructors' concerns regarding the experience of international students in college-level mathematics courses, particularly two major concerns: life skills among young international students and motivation among older international students.
Young international students often face the challenge of balancing long working hours to support their studies while adapting to life in a foreign country. They may lack certain adulthood skills such as discipline, timing, and effective communication, yet they play a friendly and helpful role in class, creating a trusting environment. Knowledge of the Canadian financial system becomes crucial for these students, as they arrive without prior experience in budgeting and managing income.
On the other hand, older international students arrive with substantial work experience from their home countries, which can lead to a sense of demotivation in class due to their existing knowledge of the course content. However, attending college serves as a means to gain the necessary credentials for job opportunities in Canada and a pathway towards permanent residence. Like their younger counterparts, older students also lack familiarity with the Canadian financial system, making them vulnerable to potential financial challenges and fraudulent practices.
Despite the mathematical proficiency of international students, the instructors observed that their needs extend beyond formal mathematical definitions. Considering the multi-faceted nature of numeracy, which encompasses skills associated with tools, dispositions, contexts, and critical orientation, it is argued that these students could benefit from the development of financial numeracy skills to enhance their understanding of Canadian society and its financial landscape. Young students can acquire essential life and professional skills, while older students can gain insights into the Canadian financial system, ensuring successful settlement and integration.
Moreover, South Asian students emerge as a particularly significant group in the college mathematics setting, constituting a substantial portion of international students. Taking into account their lived experiences can create authentic learning moments for these students, not only in terms of financial content but also in pedagogical approaches, such as classroom engagement, communication, and group work.
In conclusion, the changing role of college education in Canada has attracted a diverse group of international students to seek opportunities, especially in the Greater Toronto Area. Mathematics courses in colleges have evolved to include financial and economic contexts that cater to students' future needs. Interviews with college mathematics instructors highlighted concerns related to the life skills of young students and motivation among older students. Despite their strong mathematical background, both groups can benefit from the development of financial numeracy skills to navigate life and the Canadian job market effectively. Additionally, paying attention to the experiences of South Asian students can enrich financial content and pedagogy, fostering authentic learning experiences in college settings.

Authors

• Alexandre Cavalcante, OISE, University of Toronto

• Asia Majeed