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Financial Numeracy in Mathematics Education

Overview of attention for book
Cover of 'Financial Numeracy in Mathematics Education'

Table of Contents

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    Book Overview
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    Chapter 1 Financial Education and Mathematics Education: A Cross-Cutting Analysis of the Epistemological Intersection of Financial Numeracy
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    Chapter 2 Financial Numeracy as Part of Mathematics Education
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    Chapter 3 An Overview of Financial Numeracy in the Quebec Curriculum
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    Chapter 4 Background and Implementation of the Project
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    Chapter 5 Building a Research Instrument on Financial Numeracy in Schools (Quebec and Romania)
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    Chapter 6 Using Tasks to Elicit Mathematics Teachers’ Thinking in Financial Numeracy
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    Chapter 7 Financial Numeracy Research in the Digital Era: Ethical Considerations
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    Chapter 8 Mathematics Teachers’ Financial Numeracy Representations and Practices
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    Chapter 9 Making Sense of Mathematics: Two Case Studies of Financial Numeracy in Grade 11 Mathematics Classrooms
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    Chapter 10 Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership
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    Chapter 11 Some Financial Numeracy Tasks for Secondary-School Mathematics Classes
Attention for Chapter 10: Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership
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Citations

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3 Mendeley
Summary Dimensions citations
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Chapter title
Financial Numeracy in Secondary Schools in Quebec: Implications for Leadership
Chapter number 10
Book title
Financial Numeracy in Mathematics Education
Published by
Springer, Cham, August 2021
DOI 10.1007/978-3-030-73588-3_10
Book ISBNs
978-3-03-073587-6, 978-3-03-073588-3
Authors

Brosseau, Benoit, Blanchet, Jean-François

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 3 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 3 100%

Demographic breakdown

Readers by professional status Count As %
Unspecified 1 33%
Student > Doctoral Student 1 33%
Unknown 1 33%
Readers by discipline Count As %
Unspecified 1 33%
Mathematics 1 33%
Unknown 1 33%

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