Stimulating proportional reasoning through questions of finance and fairness

Chernousova

2020

PyR

Social and economic transformation in modern society, the sophistication of world financial systems, and, as a result, changes in the hierarchy of human needs, conceptually new interests and requirements of the entire society have determined the relevance of the issue on the formation of financial literacy and financial capability of schoolchildren. Awareness of the necessity to address the issue leads to the creation of various strategies, projects, and curricula. The key methods of research include the following: analysis of academic literature that discloses the meaning of financial literacy as a multivariate concept; analysis of psychological-pedagogical literature and scientific research results of native and foreign authors in the field of improvement of the financial culture of children and youth; modeling of the conceptual model of financial literacy and financial capability formation of comprehensive schoolchildren in the course of mathematics. The authors have developed the conceptual model of the formation of financial literacy and financial capability of comprehensive schoolchildren in the course of mathematics. This model is based on interrelated scientific principles, unified as a single system, and integrated methodological approaches (system-activity, competence-based, synergetic, simulation, contextual, social, and cultural), has its own goal, objectives, means for achieving them, predicted outcome of the research. All the components of the model are considered as interdependent. The model is theoretically, methodologically and technically justified. Its quality is determined by its completeness, concreteness, tenability and feasibility, optimality of the mix of mathematical and economical components. The practical implementation of the authors' conceptual model could contribute to the mobilization of resources of schoolchildren's personal development and further efficient utilization of these resources in different fields of activity that is, therefore, could lead to the growth of the society's "vital capacity". The reported study was funded by RFBR, project number 19-413-480013.

Section: Literature Reviewsupporting

confidence: 86%

Conceptual Model of Schoolchildren’s Financial Literacy and Financial Capability Formation in the course of Mathematics

Chernousova

2020

PyR

“…According to (Arisetyawan, Suryadi, Herman, & Rahmat, 2014), the approach to learning mathematics from a cultural point of view aims to build a bridge between students' background knowledge and formal mathematics teaching in schools. This is important for students learning mathematics because it connects what will be learned with previous knowledge and can increase their motivation (Sawatzki, Downton, & Cheeseman, 2019). The results of this ethnomathematical study have the potential to provide a connection between mathematics and culture.…”

Section: Yuk Nambahimentioning

confidence: 84%

Mathematics Teaching Materials Based on the Ethnomathematics of Shiva Temple by Applying the "Tri-N" Teaching

Apriandi

Ayuningtyas

2022

AIJP

Education as a process of cultural transformation is a cultural inheritance from one generation to the next. Ethnomathematics can bridge the gap between culture and learning mathematics. One of the cultural elements to be integrated into mathematics learning is to use one of the cultural sites in Yogyakarta, namely the Shiva Temple. This is done to increase students' interest in culture through learning mathematics. Various cultural elements that can be studied at the Shiva Temple include buildings, architecture, ornaments, statues, etc. Besides being based on the ethnomathematics of Shiva Temple, the approach that can be used is Tamansiswa's teachings, namely Niteni, Nirokke, and Nambahi (3N). To facilitate students in learning the material for building flat sides, it is necessary to have interesting, fun, and culturally related teaching materials. Therefore, this study aims to describe the ethnomathematics-based teaching materials of Shiva Temple by applying the teachings of Niteni, Nirokke, Nambahi. This research is a qualitative descriptive study. The data were obtained through direct observation, interviews with the Prambanan temple tourism park manager, documentation, and literature study. The results obtained are the design of teaching materials that contain a summary of the material and practice questions regarding the shape of the flat side space in which there are many pictures of ornaments, and statues found in the Shiva Temple and written with the application of the teachings of Niteni, Nirokke, Nambahi.

“…In the current study these observations were made using written word problems. Yet, multiplicative thinking and proportional reasoning is crucial in real-world situations such as financial contexts or when assessing risk taking (Casscells et al, 1978;Sawatzki et al, 2019). For example, when students use additive strategies in proportional situations that require comparisons, their ability to make informed financial decisions seems to be limited (Hilton et al, 2012;Sawatzki et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Yet, multiplicative thinking and proportional reasoning is crucial in real-world situations such as financial contexts or when assessing risk taking (Casscells et al, 1978;Sawatzki et al, 2019). For example, when students use additive strategies in proportional situations that require comparisons, their ability to make informed financial decisions seems to be limited (Hilton et al, 2012;Sawatzki et al, 2019). Further studies could therefore directly include real-life situations and have a wider range of tasks (such as students baking based on a recipe and adjusting the ingredients to a different proportion) in order to measure their ability to transfer this kind of mathematics knowledge from school to real-life context.…”

Section: Discussionmentioning

confidence: 99%

Enhancing cognitive flexibility through a training based on multiple categorization: Developing proportional reasoning in primary school

Scheibling-Seve

Gvozdic

Pasquinelli³

et al. 2022

J. Numer. Cogn.

Proportional reasoning is a key topic both at school and in everyday life. However, students are often misled by their preconceptions regarding proportions. Our hypothesis is that these limitations can be mitigated by working on alternative ways of categorizing situations that enable more adequate inferences. Multiple categorization triggers flexibility, which enables reinterpreting a problem statement and adopting a more relevant point of view. The present study aims to show the improvements in proportional reasoning after an intervention focusing on such a multiple categorization. Twenty-eight 4th and 5th grade classes participated in the study during one school year. Schools were classified by the SES of their neighborhood. The experimental group received 12 math lessons focusing on flexibly envisioning a situation involving proportional reasoning from different points of view. At the end of the school year, compared to a control group, the experimental group had better results on the posttest when solving proportion word problems and proposed more diverse solving strategies. The analyses also show that the performance gap linked to the school’s SES classification was reduced. This offers promising perspectives regarding multiple categorization as a path to overtake preconceptions and develop cognitive flexibility at school.