Annie Savard - Financial Numeracy in Mathematics Education: Research and Practice

The Mathematics Education in the Digital Era (MEDE) series explores ways in which digital technologies support mathematics teaching and the learning of Net Geners, paying attention also to educational debates. Each volume will address one specific issue in mathematics education (e.g., visual mathematics and cyber-learning; inclusive and community based e-learning; teaching in the digital era), in an attempt to explore fundamental assumptions about teaching and learning mathematics in the presence of digital technologies. This series aims to attract diverse readers including: researchers in mathematics education, mathematicians, cognitive scientists and computer scientists, graduate students in education, policy-makers, educational software developers, administrators and teachers-practitioners. Among other things, the high quality scientific work published in this series will address questions related to the suitability of pedagogies and digital technologies for new generations of mathematics students. The series will also provide readers with deeper insight into how innovative teaching and assessment practices emerge, make their way into the classroom, and shape the learning of young students who have grown up with technology. The series will also look at how to bridge theory and practice to enhance the different learning styles of todays students and turn their motivation and natural interest in technology into an additional support for meaningful mathematics learning. The series provides the opportunity for the dissemination of findings that address the effects of digital technologies on learning outcomes and their integration into effective teaching practices; the potential of mathematics educational software for the transformation of instruction and curricula; and the power of the e-learning of mathematics, as inclusive and community-based, yet personalized and hands-on.

Submit your proposal:

Book proposals for this series may be submitted per email to Springer or the Series Editors. - Springer: Natalie Rieborn at Natalie.Rieborn@springer.com (publishing editor) - Series Editors: Dragana Martinovic at dragana@uwindsor.ca and Viktor Freiman at viktor.freiman@umoncton.ca

Forthcoming titles:

Expected 2021:

15 Years of Mathematics Education and it Connections to the Arts and Sciences Edited by Claus Michelsen, Astrid Berckman, Victor Freiman, Uffe Thomas Jankvist and Annie Savard

Mathematics Education in the Age of Artificial Intelligence Edited by Philipe R. Richard, M. Pilar Velez and Steven van Vaerenbergh

Mathematical Work in Educational Content Edited by Alain Kuzniak, Elizabeth Montoya-Delgadillo and Philippe R. Richard

Expected 2022:

Quantitative Reasoning in Mathematics and Science Education Edited by Glseren Karagz Akar, smail zgr Zembat, Selahattin Arslan and Patrick W. Thompson

The Evolution of Research on Teaching Mathematics Edited by Agida Manizade, Nils Fredrik Buchholtz and Kim Beswick

Mathematical Competencies in the Digital Era Edited by Uffe Thomas Jankvist and Eirini Geraniou

More information about this series at http://www.springer.com/series/10170

This Springer imprint is published by the registered company Springer Nature Switzerland AG

The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

This book was born through a collaborative research project from 2016 to 2019 in Quebec, Canada. Writing this book was a very rewarding journey for us as we consolidated our ideas regarding the place of Financial Education within mathematics teaching and learning. The process of writing helped us articulate some foundations of financial numeracy which we hope will support further debates and curriculum reforms.

During the collaborative project, we engaged in debates with teachers, school board consultants, teacher educators and scholars invested in the field of Financial Education. Annie Savard recruited a team of graduate students and, together with them, founded the Lemonade Stand Lab at McGill University ( https://www.mcgill.ca/lemonadelab ), a research group dedicated to developing educational perspectives on Financial Education in schools. Among those students, Alexandre Cavalcante stood out as a leader. Over the years, Annie and Alexandre collaborated in greater detail to generate the ideas shared in this book. What was once a relationship of supervisorsupervisee became one of colleagues throughout the writing of this book. Alexandre is now an Assistant Professor at the Ontario Institute for Studies of Education, University of Toronto.