Abstract
This chapter builds on chapter “ Financial Education and Mathematics Education: A Cross-Cutting Analysis of the Epistemological Intersection of Financial Numeracy” to present how we conceptualise financial numeracy in mathematics education. We first define numeracy by laying the theoretical foundations underlying the construct. Next, we make a connection between numeracy and the school mathematics curriculum, highlighting how contemporary perspectives on numeracy can impact our understanding of teaching mathematics. We then present a three-dimensional model of teaching financial numeracy. The chapter concludes by discussing the implications of this model for mathematics education.
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