An Action Research on The Integration of Finance Education into The Mathematics Curriculum of Elementary School Fourth-grade

• Main Authors: Ya-Chu Hu, 胡雅筑
• Other Authors: Hsuan-Ku Liu
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/w4c66d

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 106 === The purpose of this study is to investigate the curriculum design of finance education in integrating of the fourth-grade mathematics curriculum for the elementary school. Examine students' growth and change in finance literacy and numeracy. In order to reflect on and enhance the researcher’s own professional knowledge This study adopts the action research method, taking 28 students from a fourth grade in a city in Taipei. The finance education subject course is conducted by the researcher, the educator. According to finance education curriculum connotation and Finance basic learning framework of the FSC (Financial Supervisory Commission). Design three finance education theme courses. Ⅰ. Books of Money: Teaching begins with the evolution of currency, from the most primitive trading behavior to today's multi-payment tools and methods, can strengthen the student's values of money. Ⅱ. Methods of Save: Focus on “savings”. Based on students' prior knoeledge and experience, course begins with thinking about the source of money. Through doing actual statistics, charting, and interviewing process, students can understand how to keep money and how important it is. Ⅲ. Value of Money: The emphasis is on “consumption”. Through buying and selling situations, students can distinguish between “want” or “need”, and then rationally consume in real life. Finally, set goals for life, and recognize the importantce of investing in ourselves. This study collects information from survey papers, feedback forms, learning papers, discussion papers, observation records on the teaching site, and reflections on teaching. The students have improved both in finance literacy and numeracy. Researchers also gained growth and reflection from dialogues and exchanges with experts, opinions sharing, student learning presentation, and reflection on teaching. Finally, it puts forward conclusions and suggestions for the implementation of finance education curriculum.