Discovering diverse students' funds of knowledge related to finance : Pasifika students in New Zealand

This article reports the findings of a study using tasks where a family orders and considers sharing the cost of a Fish n Chips meal. Purchasing take-away food is an example of an everyday situation where literacy and numeracy must be applied to make sense of tabulated price information. Originally...

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Bibliographic Details
Published in:Mathematics education research journal 2019-12, Vol.31 (4), p.419-439
Main Authors: Hunter, Jodie, Sawatzki, Carly
Format: Article
Language:English
Subjects:
Applications of mathematics
Business education
Costs
Cultural Background
Cultural context
Decision Making
Education
Elementary School Students
Ethnic Groups
Family Relationship
Finance
Financial literacy
Food
Foreign Countries
Knowledge level
Literacy
Mathematics
Mathematics Education
Mathematics Instruction
Mathematics teaching
Middle years
Money Management
Norms
Numeracy
Original Article
Pacific Islanders
Pasifika students
Purchasing
Social Behavior
Student Attitudes
Student Diversity
Students
Takeaway food
Teacher Attitudes
Teacher Student Relationship
Teachers
Teaching Methods
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Summary:This article reports the findings of a study using tasks where a family orders and considers sharing the cost of a Fish n Chips meal. Purchasing take-away food is an example of an everyday situation where literacy and numeracy must be applied to make sense of tabulated price information. Originally developed for use in Australia, the tasks were modified so that they might be challenging yet accessible to 10-12-year-old Pasifika students in New Zealand. Working collaboratively with two teachers in two different schools, we aimed to explore the ways and means by which Pasifika students drew on social and cultural norms and practices as they applied mathematics to make financial decisions and interacted with each other in justifying solutions that offered what they deemed to be value for money and a fair approach to paying the bill. The students' and teachers' reactions to the lessons revealed that as students worked to reconcile social, cultural and mathematical funds of knowledge, their teachers gained meaningful insights into the values about money being learned within families and communities. [Author abstract]
ISSN:1033-2170
2211-050X
DOI:10.1007/s13394-019-00259-0