Skip to main content

Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand

Abstract

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 Pāsifika students in New Zealand. Working collaboratively with two teachers in two different schools, we aimed to explore the ways and means by which Pāsifika 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.

This is a preview of subscription content, access via your institution.

Fig. 1

References

  1. Anae, M. (1997). Towards a New Zealand born Samoan identity: Some reflections on labels. Pacific Health Dialog, 4(2), 128–137.

    Google Scholar 

  2. Appleyard, L., & Rowlingson, K. (2013). Children and financial education: Challenges for developing financial capability in the classroom. Social Policy & Society, 12(4), 507–520.

    Article  Google Scholar 

  3. Blue, L. E., & Pinto, L. E. (2017). Other ways of being: Challenging dominant financial literacy discourses in aboriginal context. Australian Educational Researcher, 44(1), 55–70. https://doi.org/10.1007/s13384-017-0226-y.

    Article  Google Scholar 

  4. Brenner, M. E. (1998). Meaning and money. Educational Studies in Mathematics, 36, 123–155.

    Article  Google Scholar 

  5. Commission for Financial Literacy and Retirement Income. (2012). Charting a course: A review of financial education in New Zealand. Retrieved from https://www.cffc.org.nz/assets/Documents/Fin-Ed-Charting-a-Course-2012.pdf.

  6. Coxon, E., Anae, M., Mara, D., Wendt-Samu, T., & Finau, C. (2002). Literature review on Pacific education issues. Wellington: Ministry of Education.

    Google Scholar 

  7. Creswell, J. (2008). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks: SAGE Publications.

    Google Scholar 

  8. Dale, M.C. (2008) Credit and debt for low income and vulnerable consumers: Report for the child poverty action group. Retrieved from http://www.cpag.org.nz/assets/Backgrounders/Credit%20and%20debt.pdf.

  9. Esteban-Guitart, M. (2016). Funds of identity. Connecting meaningful learning experiences in and out of school. New York: Cambridge University Press.

    Book  Google Scholar 

  10. Gates, P., & Jorgensen, R. (2009). Foregrounding social justice in mathematics teacher education. Journal of Mathematics Teacher Education, 12, 161–170. https://doi.org/10.1007/s10857-009-9105-4.

    Article  Google Scholar 

  11. Gay, G. (2010). Culturally responsive teaching: Theory. In Research and practice. New York: Teacher’s College Press.

    Google Scholar 

  12. Grohmann, A., Kouwenberg, R., & Menkhoff, L. (2015). Childhood roots of financial literacy. Journal of Economic Psychology, 51, 114–133. https://doi.org/10.1016/j.joep.2015.09.002.

    Article  Google Scholar 

  13. Hunter, R., & Hunter, J. (2018). Opening the space for all students to engage in mathematical practices within collaborative inquiry and argumentation. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas & D. Wagner (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners. Rotterdam: Sense Publishers.

  14. Kazemi, E., Franke, M., & Lampert, M. (2009). Developing pedagogies in teacher education to support novice teachers' ability to enact ambitious instruction. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the mathematics education research group of Australasia (pp. 11–29). Wellington: MERGA.

    Google Scholar 

  15. Lappan, G., Fey, T., Fitzgerald, W. M., Friel, S., & Phillips, E. D. (2006). Connected mathematics 2: Implementing and teaching guide. Boston: Pearson, Prentice Hall.

    Google Scholar 

  16. Lewis, A., & Scott, A. (2003). A study of economic socialisation: Financial practices in the home and the preferred role of schools among parents with children under 16. Citizenship, Social and Economics Education, 5(3), 138–147.

    Article  Google Scholar 

  17. Mila-Schaaf, K., & Robinson, E. (2010). ‘Polycultural’ capital and educational achievement among NZ-born Pacific peoples. Mai Review, 1, 1–18.

    Google Scholar 

  18. Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning in years (pp. 1–13). Wellington: Learning Media.

    Google Scholar 

  19. Ministry of Education. (2012). Pāsifika Education Plan (pp. 2013–2017). Wellington: Ministry of Education.

    Google Scholar 

  20. Moschis, G. (1985). The role of family communication in consumer socialisation of children and adolescents. Journal of Consumer Research, 11(4), 898–913.

    Article  Google Scholar 

  21. Moschis, G. P. (1987). Consumer socialization: A life-cycle perspective. Lexington: Lexington Books.

    Google Scholar 

  22. Neill, A., Berg, M., & Stevens, L. (2014). Financial literacy of secondary students, and its place within secondary schools. Wellington: New Zealand Council for Educational Research.

    Google Scholar 

  23. Organisation for Economic Co-operation and Development (OECD). (2017). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving. Revised edition. Paris: OECD. https://doi.org/10.1787/9789264281820-en.

  24. Peled, I., & Suzan, A. (2011). Pedagogical, mathematical, and epistemological goals in designing cognitive conflict tasks for teacher education. In O. Zaslavsky & P. Sullivan (Eds.), Constructing knowledge for teaching secondary mathematics: Tasks to enhance prospective and practicing teacher learning (pp. 73–88). New York: Springer.

    Chapter  Google Scholar 

  25. Ratliffe, K. T. (2010). Family obligations in Micronesian cultures: Implications for educators. International Journal of Qualitative Studies in Education, 23(6), 671–690.

    Article  Google Scholar 

  26. Sawatzki, C. (2017). Lessons in financial literacy task design: Authentic, imaginable, useful. Mathematics Education Research Journal, 29(1), 25–43.

    Article  Google Scholar 

  27. Sawatzki, C. M., & Sullivan, P. A. (2017). Teachers’ perceptions of financial literacy and the implications for professional learning. Australian Journal of Teacher Education, 42(5), 51–65. Retrieved from http://ro.ecu.edu.au/ajte/vol42/iss5/4/.

  28. Sawatzki, C., Zmood, S., Forsyth, A., & Downton, A. (2017). Exploring secondary commerce teachers’ opportunities and readiness to teach consumer, economic and financial literacy: Research report for the Victorian Commercial Teachers’ Association. Retrieved from https://www.vcta.asn.au/documents/item/3244. Accessed 02 Oct 2018.

  29. Sawatzki, C., & Goos, M. (2018). Cost, price and profit: What influences students’ decisions about fundraising? Mathematics Education Research Journal, 30(1), 1–20.

  30. Shim, S., Barber, B. L., Card, N. A., Xiao, J. J., & Serido, J. (2010). Financial socialisation of first-year college students: The roles of parents, work and education. Journal of Youth and Adolescence, 39, 1457–1470. https://doi.org/10.1007/s10964-009-9432-x.

    Article  Google Scholar 

  31. Sullivan, P. A., Askew, M., Cheeseman, J., Clarke, D. M., Mornane, A., Roche, A., & Walker, N. (2015). Supporting teachers in structuring mathematics lessons involving challenging tasks. Journal of Mathematics Teacher Education, 18(2), 123–140.

    Article  Google Scholar 

  32. Sullivan, P., Holmes, M., Ingram, N., Linsell, C., Livy, S., & McCormack, M. (2016). The intent and processes of a professional learning initiative seeking to foster discussion around innovative approaches to teaching. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research. Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 669–673). Adelaide, MERGA.

  33. Thomson, S. (2014). Financing the future: Australian students’ results in the PISA 2012 Financial Literacy assessment. Australian Council for Educational Research [ACER], http://www.acer.edu.au/files/PISA_2012_Financial_Literacy.pdf.

  34. Thomson, S., & de Bortoli, L. (2017). PISA 2015: Financial literacy in Australia. Camberwell: ACER.

    Google Scholar 

  35. Webley, P., & Nyhus, E. K. (2006). Parents' influence on children's future orientation and saving. Journal of Economic Psychology, 27, 140–164. https://doi.org/10.1016/j.joep.2005.06.016.

    Article  Google Scholar 

  36. Whitebread, D., & Bingham, S. (2013). Habit formation and learning in young children. Retrieved from https://mascdn.azureedge.net/cms/the-money-advice-service-habit-formation-and-learning-in-young-children-may2013.pdf.

  37. Whitney, L., May, S. & Lamy, M. (2014). PISA 2012: New Zealand financial literacy report. Retrieved from https://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/148506/PISA-2012-New-Zealand-Financial-Literacy-Report.pdf

Download references

Author information

Affiliations

Authors

Corresponding author

Correspondence to Jodie Hunter.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Hunter, J., Sawatzki, C. Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand. Math Ed Res J 31, 419–439 (2019). https://doi.org/10.1007/s13394-019-00259-0

Download citation

Keywords

  • Financial literacy
  • Middle years
  • Pasifika
  • Funds of knowledge