고등학교 <경제 수학> 과목의 금융 분야에 대한 비판과 제언

Abstract

In this article, we have analyzed the financial contents in high school <Mathematical economics>, first introduced by 2015 Amended Curriculum, from the curricular integration perspective by comparing them with those in 2020 <Elementary and secondary standards for financial education> by Financial Supervisory Service and Korea Institute for Curriculum and Evaluation, 2015 <Social studies curriculum>, 2015 <High school liberal arts curriculum>, and 2015 <Home economics and information studies curriculum>. Through such analysis, we have pointed out some limitations of the financial contents in high school <Mathematical economics> and have offered an alternative for them. The limitations we have found are as follows: firstly, high school <Mathematical economics> is not well integrated to <Elementary and secondary standards for financial education> and the other subjects because it only deals with savings but not investments while the others deal with both. Secondly, it confuses pensions and annuities causing misconception. Thirdly, its contents on annuities and perpetuities are not realistic. As a concrete alternative for such criticism, we have suggested that the subject should include valuation of stocks and bonds instead of annuities and perpetuities. And we have further shown that we do not need additional mathematical concepts in this case because valuation of stocks and bonds is also an application of geometric series and infinite geometric series just as that of annuities and perpetuities and that we have the additional educational benefit of enhancing integration with the differentiation chapter in the subject by differentiating bond prices with the differentiating techniques allowed in the subject.