MATHEMATICS + MONEY = ENGAGEMENT
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1 MATHEMATICS + MONEY = ENGAGEMENT Financial Literacy as a tool to increase opportunity and engagement with mathematics for students from low socio-economic areas Executive Summary Associate Professor Catherine Attard The Centre for Educational Research
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3 Mathematics + Money = Engagement Executive Summary Financial Literacy as a tool to increase opportunity and engagement with mathematics for students from low socioeconomic areas Associate Professor Catherine Attard
4 Author Catherine Attard, Centre for Educational Research, Western Sydney University Front Cover Tracy Buckridge Centre for Educational Research Published by Western Sydney University COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING This work is copyright. This work may be reproduced for private study, research or educational purposes and as permitted under the Copyright Act 1968 of the Commonwealth of Australia. Commercial copying, sale, hiring or lending is prohibited. Apart from the permitted uses as stated above no part of this work may be reproduced by any process without the written permission of University of Western Sydney. This work has been sponsored by Financial Literacy Australia. Any permitted reproduction must include a copy of this copyright notice and must acknowledge the sponsors.
5 CONTENTS EXECUTIVE SUMMARY... 1 Introduction... 1 The Project... 1 Project Findings... 4 Teachers perceptions... 4 Students Perceptions of Financial Literacy... 5 Financial Literacy and Mathematics... 6 Changes to Student Engagement with Mathematics... 7 RECOMMENDATIONS... 8 REFERENCES... 9 i
6 EXECUTIVE SUMMARY Introduction This was a pilot research study developed to investigate whether students engagement with mathematics would improve if financial literacy education was integrated into the teaching and learning of mathematics within primary classrooms. The Australian Curriculum: Mathematics (ACARA, 2012) includes aspects of financial literacy as part of its content descriptors under the title Money and Financial Mathematics. However, the topic is not treated in any depth from a financial literacy perspective, or in the context of real-life scenarios that promote active participation and illustrate to students the relevance of mathematics in day-to-day life. One of the most common complaints from students with regard to mathematics education is its lack of relevance to students lives outside the school. It is an expectation of today s students that learning is meaningful and makes sense to them (Australian Association of Mathematics Teachers, 2009). There needs to be a change in the way we establish relevance and applicability in mathematical engagement because the type of mathematics that students use outside school is often radically different in content and approach to the mathematics encountered in school (Lowrie, 2014). Student engagement is linked to the individual s relationships with school, curriculum, and pedagogy. We can view the concept of engagement as multi-faceted, operating at cognitive, affective and operative levels. For this project, the definition of engagement with mathematics is the coming together of all three facets, leading to students valuing and enjoying school mathematics and seeing connections with their own lives beyond the classroom (Attard, 2014). The Project This project investigated if the incorporation of financial literacy (based within students immediate contexts) into mathematics would lead to students seeing the relevance of 1
7 mathematics to their everyday lives, and therefore promote higher levels of engagement with mathematics while increasing their financial literacy. The central research question in the project was: Can the use of financial literacy education improve students engagement with mathematics within low socioeconomic areas? The project aimed to: Explore teachers and students perceptions of financial literacy and its links to the mathematics curriculum; Develop contextualised units of work that are derived from students interests and needs; and Investigate changes in students engagement as a result of the implementation of the contextualised units of work. Four schools from low socioeconomic areas (two in regional New South Wales and two in south western Sydney) participated in this project. The four schools that participated in the project were: Case 1: Austral Public School Case 2: Fairfield Public School Case 3: St Columban s Primary School, Mayfield Case 4: St Michael s Primary School, Deniliquin Three teachers and their students within each school agreed to take part in the project activities. The project was carried out in three distinct phases. During Phase 1, the participating teachers underwent professional development in relation to financial literacy, the MoneySmart program, and student engagement with mathematics. They selected a MoneySmart unit of work to implement with their students. In Phase 2, the teachers evaluated the MoneySmart unit they had taught, and after reflecting on their students academic needs and interests in relation to money and mathematics, designed and implemented their own contextually based units of work. 2
8 During the final Phase, the teachers completed their units of work and evaluated their effectiveness in relation to their students engagement with mathematics and the usefulness of incorporating financial literacy as a way to access the mathematics curriculum. The complete units of work are available in appendices of the full project report and in a separate document. Each of the teachers participated in a semi-structured interview at the start, middle, and end of the project. Three student focus groups were formed at each of the schools. These groups were comprised of some students from each of the participating teachers class groups. The four schools each had unique contexts in relation to geography, cultural backgrounds, size and communities. Likewise, the participating teachers differed in age, experience and views in relation to teaching and learning mathematics. This diversity resulted in a broad range of experiences for the teachers and students from each of the schools which are described in detail within the full project report. The new, contextualised units of work produced at each of the participating schools are as follows: SCHOOL UNIT TITLE GRADE AUSTRAL PUBLIC SCHOOL FAIRFIELD PUBLIC SCHOOL Money Museum Years 3 and 4 Three Little (and not so little) Part 1: Year 2 Piggies Made a Market Part 2: Year 6 ST COLUMBAN S ST MICHAEL S Class Economy Mayfield Monopoly Sizzling Sausages Learning through Fundraising Making Cents of Building Year 1 Year 3 Year 6 Year 2 Year 3 3
9 Project Findings Teachers perceptions For most teachers at the start of the project the concept of financial literacy related to understanding how to recognise and deal with our Australian currency system. Although the NSW K-10 Mathematics Syllabus includes aspects of money that are also linked to the General Capabilities, it does not provide any further detail to assist teachers in conceptualising the teaching of money and mathematics through a vehicle of financial literacy. The ASIC MoneySmart teaching resources played an integral role in this study as they provided a foundation for the teachers to base their understandings of the place of financial literacy in the primary school curriculum. The inclusion of a professional learning session from the NSW MoneySmart officer along with the introduction of the National Consumer and Financial Literacy Framework (ASIC, 2011) and the Framework for Engagement with Mathematics (FEM) (Attard, 2014) assisted greatly in orienting the teachers towards seeing the potential of financial literacy to be an important tool to engage their students with mathematics. One of the biggest challenges for the teachers at the start of this project, and arguably for most primary teachers, was the struggle to address the many components of the mathematics curriculum within the confines of their daily timetables. This struggle arises from the common perception that every outcome (in NSW) or Content Descriptor (from the Australian Curriculum) must be addressed as an individual topic. This often results in mathematical concepts being taught in an isolated manner, without any real context for students. A result of this is a negative impact on student engagement (Attard, 2014). Students fail to see how the mathematics relates to their real lives. They also fail to see the connections between the mathematical concepts. This project allowed the participating teachers to explore how the curriculum could be delivered in a different way. By designing units of work that were directly responding to their students needs and interests, and taking advantage of their unique contexts, the 4
10 teachers were able to see how mathematics could be taught in a more meaningful and engaging manner. After teaching and evaluating their units of work, the teachers perceptions of financial literacy had changed dramatically from the start of the project. They now understood the benefits of financial literacy education, embedded and acknowledged within mathematics teaching and learning. Teachers saw the benefits of this approach as: The ability to integrate mathematical concepts in a much more meaningful and purposeful way; A working smarter, not harder approach to teaching mathematics; Purposeful and active learning that improved students engagement with mathematics; Mathematics activities that were driven by student s needs and interests resulted in students being more invested in their learning, and therefore were more willing to work harder; and Students were able to see the links between the mathematics they learned in the classroom, to their lives outside the school. Students Perceptions of Financial Literacy Like the teachers, their students also developed different perceptions of financial literacy as a result of their participation in this project. At the beginning of the project, almost all of the focus group participants had a very narrow view of money and financial literacy that reflected how their teachers had taught money concepts. A common understanding amongst all of the children was that money is important for survival, that is, to pay for food, water and shelter. They also showed some understanding of the concepts of poor and rich. Another, perhaps more significant commonality amongst all of the participants was that they were all very interested in the topic of money and were able to link their discussions to their own lives. By the conclusion of the project, almost all of the children displayed a much more sophisticated understanding of money and financial literacy as a direct result of the contextualised units of work. These units provided real-life experiences that required a much deeper interaction with money and mathematics, and therefore exposed the students to more complex concepts relating to financial literacy, money, and other curriculum areas. The activities experienced 5
11 by the students within the project varied widely, and each of the units resulted in a culminating activity that had purpose and provided hands-on experience with a wide range of mathematical concepts. Financial Literacy and Mathematics This project provided an opportunity for the participating students and teachers to use financial literacy education as a tool to access mathematical concepts, critical thinking, and understandings of our currency system beyond the stated curriculum requirements. These understandings included but were not limited to concepts relating to: Value for money Lending and borrowing Budgeting Profit and loss Interest rates Credit cards Mortgages Fundraising Production and manufacturing of currency Protection against counterfeit currency At the start of the project the majority of participating teachers had only taught the very basic mathematics relating to money. That is, identification of our currency, computation with money, and other basic curriculum requirements. The units of work that were designed required the students, in most cases, to access a much broader range of mathematical concepts that spanned across all three curriculum content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. Not only did the students learn more about money and financial literacy, they were able to learn and apply skills across the mathematics strands with purpose. This learning was further enhanced because it also addressed the General Capabilities from the curriculum. 6
12 Changes to Student Engagement with Mathematics The Framework for Engagement with Mathematics (Attard, 2014) proved to be a useful tool in supporting student engagement. The teachers used the Framework to assist in developing their units of work and as a tool for reflection and evaluation. From a research perspective, the Framework provided useful criteria to assess if the project had been successful. Students are engaged with mathematics when: mathematics is a subject they enjoy learning; they value mathematics learning and see its relevance in their current and future lives; and they see connections between the mathematics learnt at school and the mathematics used beyond the classroom. The levels of engagement of the participating students varied widely at the commencement of this project. It is clear from the data gathered from teachers and students on completion of the project that the students engagement towards mathematics improved as a direct result of their involvement with the contextualised units of work using financial topics. The teachers attributed this improved engagement with the change in pedagogical practices required to teach units of work that were student-centred and focused upon the students needs and interests. Many of the units of work were focused on problem based learning which is in direct contrast to a traditional approach to teaching mathematics where content is taught in a teacher-centred manner. As a result of this project, the teachers and students perceptions of and understandings relating to financial literacy changed significantly. The teachers and students progressed from viewing financial literacy as simply recognition of currency and transaction related computation, to more complex concepts such as understanding value for money, lending, profit and loss, and credit cards. They explored these concepts through hands-on activities and a range of projects that required them to deal with real money in real situations. There were additional, unexpected benefits that included the teaching and learning of a much broader range of mathematical concepts that naturally integrated into the financial literacy units. The Working Mathematically components and the General Capabilities featured heavily in each of the contextualised units of work. However, the students gained 7
13 much more than knowledge in this project. They improved their collaborative skills and many gained a sense of agency by being able to use money they had earned or raised to assist other, more vulnerable members of their communities. RECOMMENDATIONS Financial literacy should play a more prominent role in school classrooms, to both improve engagement with mathematics and improve financial literacy. It would be beneficial if it was explicitly embedded into school curricula. The National Framework for Consumer and Financial Literacy should be promoted more widely in schools as a useful planning tool for teachers. The development of resources that specifically promote the benefits of financial literacy education through rich, real life tasks and from a mathematics curriculum perspective (depth and breadth of curriculum covered) is highly recommended. The MoneySmart resources require a critical review to ensure the pedagogies and topics reflect contemporary teaching and learning expectations, particularly in relation to timing of discussions, integration of practical activities and the incorporation of mobile technologies. It is recommended that this research project be replicated with a focus on the middle years of schooling (Years 5 to 8) as this may have a bigger impact on participating students in relation to both money and mathematics due to the students having more access to money and the more complex curriculum demands relating to money and financial mathematics. Future iterations of this project should promote collaboration between teachers at participating schools with off-site meetings as this was beneficial to the Sydneybased teachers in this pilot project. 8
14 REFERENCES Attard, C. (2014). "I don't like it, I don't love it, but I do it and I don't mind": Introducing a framework for engagement with mathematics. Curriculum Perspectives, 34(3), Australian Association of Mathematics Teachers. (2009). School mathematics for the 21st century: Some key influences. Adelaide, S.A.: AAMT Inc. Australian Curriculum and Reporting Authority. (2012). Australian curriculum: Mathematics F-10. Retrieved May 20, 2016 from Lowrie, T. (2004). Making mathematics meaningful, realistic and personalised: Changing the direction of relevance and applicability. Paper presented at the Mathematical Association of Victoria Annual Conference 2004: Towards Excellence in Mathematics, Monash University, Clayton, Vic. 9
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