Designing experiential activities to develop financial literacy of secondary school student in teaching Maths

DOI: 10.18173/2354-1075.2023-0012

Abstract

In December of 2018, the Ministry of Education and Training mandated the new general education curriculum, which endorsed the reformation of curriculum from knowledge - skills based standards to developing learner’s competencies. General Mathematical Education Curriculum 2018 pointed out the significance of rising experiential activities and real-life context in learning progression, that conduct to complete developing learner’s competencies objectives. According to Australian Curriculum and The Organisation for Economic Co-operation and Development (OECD) researches, we found out that financial education, which promotes financial literacy for citizens, plays an important role in recent years. Especially in mathematical education, consumer and financial literacy offers rich opportunities for interdisciplinary approaches that support students to apply mathematical knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school. For that reason, they could achieve dual goals which are fostering mathematical competencies and financial literacy. In this article, we propose a designing process of experiential activities which integrates consumer and financial literacy in Mathematics and illustrate the process through an example.