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Financial literacy education: creating pedagogy through open source software that promotes equitable education in urban environments
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Silber, Charles Louis. Financial literacy education: creating pedagogy through open source software that promotes equitable education in urban environments. Retrieved from https://doi.org/doi:10.7282/t3-j077-w448

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TitleFinancial literacy education: creating pedagogy through open source software that promotes equitable education in urban environments
NameSilber, Charles Louis (author); Powell, Arthur B (chair); Maher, Carolyn A (internal member); Morrow, Lesley M (internal member); Rutgers University; Graduate School of Education
Date Created2020
Other Date2020-05 (degree)
SubjectFinancial literacy -- Study and teaching, Mathematics Education
Extent1 online resource (x, 91, 14 pages) : illustrations
DescriptionFinancial literacy education in the United States is currently facing a significant achievement gap across socio-economic boundaries. Variation across these boundaries for high school students appear in both international (PISA) and national (Jump$tart) results. Current research investigates the disparity but does not suggest specific pedagogical methods for ameliorating the gap.

This study explores how senior-year highschool students, who are now of age, assume the responsibility of loans. A prototype learning environment, using open-source applications, where groups of three to four students can collaborate to complete assigned tasks has been created for student exploration. Six senior-high school students from Rutgers Future Scholars are the subjects. The results show an increase in knowledge growth across the six incremental tasks as the participants manipulated and addressed the variables that contribute to stages and outcomes of borrowing money from a financial institution. The participants shared their individual experiences after applying the application to solve the tasks presented and offered suggestions for future research.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-j077-w448
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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