Abstract
So far in this book, we have suggested that financial numeracy can be integrated in mathematics classrooms in multiple ways. Regardless of how this idea is introduced and developed, preparing teachers to approach it effectively is paramount. Research communities in mathematics education have proposed frameworks to understand the specific knowledge that mathematics teachers possess and to support them in developing this kind of knowledge to improve the quality of their instruction. In this chapter, I analyze the representations of secondary mathematics teachers when discussing their views of financial numeracy education and how they mobilize financial concepts in their teaching practices. Overall, the teachers feel insecure about their content knowledge of financial concepts as well as their teaching practices in class.
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