Insights from a financial literacy task designer

The curious case of problem context

Carly Sawatzki

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed “financial dilemmas” were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks - Catching the bus and Buying bread - this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.
Original languageEnglish
Title of host publicationOpening up mathematics education research
EditorsB White, M Chinnappan, S Trenholm
Place of PublicationAdelaide
PublisherMathematics Education Research Group of Australasia Incorporated
Pages576-583
Number of pages8
Volume1
ISBN (Print)9781920846299
Publication statusPublished - 2016
EventOpening Up Mathematics Education Research: Conference of the Mathematics Education Research Group of Australasia - University of South Australia, Adelaide, Australia
Duration: 3 Jul 20167 Jul 2016

Conference

ConferenceOpening Up Mathematics Education Research
CountryAustralia
CityAdelaide
Period3/07/167/07/16

Fingerprint

literacy
teacher
primary school
student
Teaching
learning

Cite this

Sawatzki, C. (2016). Insights from a financial literacy task designer: The curious case of problem context. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research (Vol. 1, pp. 576-583). Adelaide: Mathematics Education Research Group of Australasia Incorporated.
Sawatzki, Carly. / Insights from a financial literacy task designer : The curious case of problem context. Opening up mathematics education research. editor / B White ; M Chinnappan ; S Trenholm. Vol. 1 Adelaide : Mathematics Education Research Group of Australasia Incorporated, 2016. pp. 576-583
@inproceedings{3553ce75b21142db82eebf26e2c8dc5f,
title = "Insights from a financial literacy task designer: The curious case of problem context",
abstract = "As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed “financial dilemmas” were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks - Catching the bus and Buying bread - this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.",
keywords = "Financial literacy, context, Primary mathematics",
author = "Carly Sawatzki",
year = "2016",
language = "English",
isbn = "9781920846299",
volume = "1",
pages = "576--583",
editor = "B White and M Chinnappan and S Trenholm",
booktitle = "Opening up mathematics education research",
publisher = "Mathematics Education Research Group of Australasia Incorporated",

}

Sawatzki, C 2016, Insights from a financial literacy task designer: The curious case of problem context. in B White, M Chinnappan & S Trenholm (eds), Opening up mathematics education research. vol. 1, Mathematics Education Research Group of Australasia Incorporated, Adelaide, pp. 576-583, Opening Up Mathematics Education Research, Adelaide, Australia, 3/07/16.

Insights from a financial literacy task designer : The curious case of problem context. / Sawatzki, Carly.

Opening up mathematics education research. ed. / B White; M Chinnappan; S Trenholm. Vol. 1 Adelaide : Mathematics Education Research Group of Australasia Incorporated, 2016. p. 576-583.

Research output: A Conference proceeding or a Chapter in BookConference contribution

TY - GEN

T1 - Insights from a financial literacy task designer

T2 - The curious case of problem context

AU - Sawatzki, Carly

PY - 2016

Y1 - 2016

N2 - As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed “financial dilemmas” were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks - Catching the bus and Buying bread - this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.

AB - As part of ongoing design-based research exploring financial literacy teaching and learning, ten tasks termed “financial dilemmas” were trialled by 14 teachers and more than 300 Year 5 and 6 students in 4 government primary schools in urban Darwin. Drawing on data related to two tasks - Catching the bus and Buying bread - this article explores insights into problem context and task design principles. The findings highlight that unfamiliar, novel, and imaginable problem contexts, while pedagogically demanding for teachers, are valued by students and have the potential to broaden their horizons.

KW - Financial literacy

KW - context

KW - Primary mathematics

M3 - Conference contribution

SN - 9781920846299

VL - 1

SP - 576

EP - 583

BT - Opening up mathematics education research

A2 - White, B

A2 - Chinnappan, M

A2 - Trenholm, S

PB - Mathematics Education Research Group of Australasia Incorporated

CY - Adelaide

ER -

Sawatzki C. Insights from a financial literacy task designer: The curious case of problem context. In White B, Chinnappan M, Trenholm S, editors, Opening up mathematics education research. Vol. 1. Adelaide: Mathematics Education Research Group of Australasia Incorporated. 2016. p. 576-583