Financial relationships and dependencies in Czech secondary school mathematics textbooks

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10473251" target="_blank" >RIV/00216208:11410/23:10473251 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=6wHQeDzw-6" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=6wHQeDzw-6</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/18047106.3121" target="_blank" >10.14712/18047106.3121</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Financial relationships and dependencies in Czech secondary school mathematics textbooks

Popis výsledku v původním jazyce

This article analyses and compares Czech secondary school mathematics textbooks designated for vocational schools from the perspective of financial relationships and dependencies. Understanding financial relationships and dependencies, such as inflation or the relationship between the potential return of an investment and its riskiness, play an important role in financial literacy and indeed are implicitly present in the Czech Financial Literacy Standard. Functional thinking is an important prerequisite for understanding financial relationships and dependencies. Moreover, financial topics may be motivating and suitable contexts for developing such thinking. We performed a comparative analysis of four sets of Czech secondary mathematics textbooks designated for vocational schools to evaluate the extent to which their tasks may help pupils gain a deeper understanding of financial relationships and dependencies and develop their functional thinking. Our comparative analyses indicate that these mathematics textbooks do not provide teachers and pupils with opportunities to gain insights into the relationships and dependencies in financial education and fail to fully exploit the potential of the tasks with financial contexts to develop pupils&apos; functional thinking. The importance of the study lies in its focus on the connection between financial education and functional thinking, a link which has been missing in the literature we are familiar with.

Název v anglickém jazyce

Financial relationships and dependencies in Czech secondary school mathematics textbooks

Popis výsledku anglicky

This article analyses and compares Czech secondary school mathematics textbooks designated for vocational schools from the perspective of financial relationships and dependencies. Understanding financial relationships and dependencies, such as inflation or the relationship between the potential return of an investment and its riskiness, play an important role in financial literacy and indeed are implicitly present in the Czech Financial Literacy Standard. Functional thinking is an important prerequisite for understanding financial relationships and dependencies. Moreover, financial topics may be motivating and suitable contexts for developing such thinking. We performed a comparative analysis of four sets of Czech secondary mathematics textbooks designated for vocational schools to evaluate the extent to which their tasks may help pupils gain a deeper understanding of financial relationships and dependencies and develop their functional thinking. Our comparative analyses indicate that these mathematics textbooks do not provide teachers and pupils with opportunities to gain insights into the relationships and dependencies in financial education and fail to fully exploit the potential of the tasks with financial contexts to develop pupils&apos; functional thinking. The importance of the study lies in its focus on the connection between financial education and functional thinking, a link which has been missing in the literature we are familiar with.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Scientia in educatione

ISSN

1804-7106

e-ISSN

1804-7106

Svazek periodika

14

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

18

Strana od-do

2-19

Kód UT WoS článku

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EID výsledku v databázi Scopus

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