ERIC Number: EJ1282670
Record Type: Journal
Publication Date: 2021
Abstractor: As Provided
Interdisciplinary Thinking: Financial Literacy Crosses Disciplinary Boundaries
Sole, Marla A.
PRIMUS, v31 n2 p153-166 2021
Financial literacy is ideally suited to be integrated into mathematics courses and taught in an interdisciplinary manner. Students learn best and are motivated when tackling real-world meaningful questions. This article shares how elementary mathematics was applied to better understand the debate about raising the minimum wage and the United States National Debt. To serve as a guide for other teachers who wish to incorporate financial literacy into their mathematics courses and take an interdisciplinary approach, this article suggests readings, data sets, and pedagogical practices. Students were engaged and enthusiastic to work on problems that challenged their thinking about financial issues.
Descriptors: Interdisciplinary Approach, Money Management, Mathematics Instruction, Authentic Learning, Mathematics Activities, Minimum Wage, Debt (Financial), Federal Government, College Mathematics
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Guides - Non-Classroom
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New York (New York)