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.
|Title of host publication||Opening up mathematics education research|
|Editors||B White, M Chinnappan, S Trenholm|
|Place of Publication||Adelaide|
|Publisher||Mathematics Education Research Group of Australasia Incorporated|
|Number of pages||8|
|Publication status||Published - 2016|
|Event||Opening Up Mathematics Education Research: Conference of the Mathematics Education Research Group of Australasia - University of South Australia, Adelaide, Australia|
Duration: 3 Jul 2016 → 7 Jul 2016
|Conference||Opening Up Mathematics Education Research|
|Period||3/07/16 → 7/07/16|
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.