Keywords
pre-service teacher formation; economic and financial education; mathematics teaching; financial literacy.
Abstract
We present partial results from a broader study aimed at characterizing resignifications of school mathematical activity among pre-service mathematics teachers who reflect, within a community of practice and through the Reflection and Action model, on economic and financial situations. Specifically, we report results from the initial exploratory phase, conducted through a questionnaire administered to 40 students enrolled in a Mathematics Teacher Education program at a Colombian public university. The research question guiding this paper is: What experiential, conceptual, and formative approaches do pre- service mathematics teachers display when engaging with economic and financial situations? The aim was to identify these approaches through items organized into three categories and six situations related to budgeting, saving, investment, debt management, the financial system, and income analysis. The results show a moderate experiential relationship with economic and financial practices, limited knowledge of institutional guidelines, and a predominance of decision-oriented strategies, although procedural strategies were also identified.
DOI
https://doi.org/10.5038/1936-4660.20.1.1568
Recommended Citation
Méndez, Deiby J., Edith J. Mendoza, and Sandra E. Parada. "Pre-service Mathematics Teachers' Approaches to Economic and Financial Situations." Numeracy 20, Iss. 1 (2027): Article 3. DOI: https://doi.org/10.5038/1936-4660.20.1.1568
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Education Economics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
