Record Details

Teachers’ knowledge for teaching compound interest


Field Value
Title Teachers’ knowledge for teaching compound interest
Creator Pournara, Craig
Subject Mathematics Education; Education; Mathematics Maths for teaching; teacher knowledge; financial maths; compound interest
Description There is increasing acknowledgement that teachers’ knowledge for teaching mathematics is multifaceted and topic specific. Given the paucity of research on the teaching and learning of financial mathematics in general, little can be known about teachers’ knowledge for teaching compound interest. However, since financial mathematics is a component of the school curriculum in South Africa, and an important element of financial literacy more broadly, attention needs to be given to knowledge for teaching financial mathematics, and compound interest in particular. Drawing from a larger study in which the author taught a financial mathematics course to pre-service secondary mathematics teachers, a theoretical elaboration is provided of the underlying mathematics of compound interest, and connections with the world of banking. Based on findings from the study, two key student errors are identified: the over-generalisation of linear thinking in multiplicative scenarios, and the over-generalisation of reversible operations in percentage-change scenarios. Taken together, teachers’ knowledge of relevant mathematics, of the banking context and of learners’ conceptions will contribute to building a knowledge-base for teachers’ knowledge for teaching compound interest.
Publisher AOSIS Publishing
Contributor National Research Foundation - Thuthuka Programme Hermann Ohlthaver Trust
Date 2013-11-29
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v34i2.238
Source Pythagoras; Vol 34, No 2 (2013); 10 pages 2223-7895 1012-2346
Language eng
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Coverage — — —
Rights Copyright (c) 2013 Craig Pournara