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Articles

Towards a culturally embedded Financial Mathematics PCK framework

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Pages 98-116 | Received 01 Mar 2019, Accepted 27 Mar 2020, Published online: 22 Jun 2020
 

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.

Disclosure statement

No potential conflict of interest was reported by the author(s).

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