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 contributionpeer-review


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
Number of pages8
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


ConferenceOpening Up Mathematics Education Research


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