Towards a Culturally Embedded Financial Mathematics PCK Framework

Autor/in	Makonye, Judah Paul
Titel	Towards a Culturally Embedded Financial Mathematics PCK Framework
Quelle	In: Research in Mathematics Education, 22 (2020) 2, S.98-116 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makonye, Judah Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2020.1752788
Schlagwörter	Guidelines; Mathematics Instruction; Pedagogical Content Knowledge; Money Management; Teacher Educators; Business Administration Education; Foreign Countries; Banking; College Faculty; Teacher Attitudes; Cultural Background; Cultural Awareness; Disadvantaged; African Culture; College Students; Culture Conflict; South Africa + Suchen Sie Ihr Suchwort? Richtlinien; Mathematics lessons; Mathematikunterricht; Pädagogische Kompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Bankgeschäft; Fakultät; Lehrerverhalten; Cultural identity; Kulturelle Identität; Africa; Culture; Afrika; Kultur; Collegestudent; Kulturkonflikt; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This research problematises mathematics teacher knowledge for teaching the Financial Mathematics topic to learners who come from communities where the time-value of money and a banking culture is not well established. The COACTIV framework underpins the study to build a pedagogical framework to teach Financial Mathematics to such learners. Data was collected from a sample of 20 South African mathematics teacher educators and business studies lecturers who teach Financial Mathematics at tertiary levels using a questionnaire. Focus were also held with participants to corroborate the results. The results of the study showed that many learners come from cultures that do not hold a time-value-of-money construct and do not readily learn textbook Financial Mathematics because it is not attuned to their home backgrounds. A pedagogical framework that takes into account learners' cultural knowledge systems is suggested to teach the topic, particularly to learners from disadvantaged communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01