An Action Research of Integrating Financial Education into Mathematics Learning－A Case of 6th graders in Taipei

• Main Authors: Yu,Pei-Chieh, 尤沛婕
• Other Authors: LIU,HSUAN-KU
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/n9fgg8

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) === 105 === The objective of this study is to investigate the development process and implementation effect with regard to the teaching project of integrating financial education into mathematics learning. In view of the demand of financial courses for elementary school students, this study is an action research which is conducted to explore the effectiveness of the financial curriculum developed by integrating financial education into mathematics learning of 6th graders. The work has employed of action research, taking 41 students in the 6th grade of an elementary school in Taipei city. The researcher will conduct 17 sessions of classes, and will be conducted in test, feedback sheet, learning sheet, classroom observation records and teaching thinking log, etc., to collect information and analysis and inspection. With conclusion of results from this study, subsequent conclusions and findings are obtained as follows: I . Integrating financial education into mathematics learning, through mathematical knowledge to effectively enhance the concept of financial management. II. After the implementation of financial courses, through the quantitative data can be learned that students in the financial management knowledge, financial management skills have significant progress. III. After the implementation of financial courses, through qualitative data analysis and inspection, students can be learned in the financial attitude has improved. The growth and reflection of researcher during the processes of teaching are found as follows: I . Financial education is imperative, through the integration of the curriculum, the financial education will be integrated into the natural areas, so that financial education can be more comprehensive and universal. II. Financial education is too wide, should be a group of financial teachers team, through the common preparation of professional dialogue and resource sharing, resource integration more systematic and complete. III. Financial education should be in line with students' cognitive development and life experience, and carry out financial planning for each year. Finally, according to the study findings, proposals are made for financial curriculum implementation, financial curriculum design and financial education into life.