ANDI WANDA RAHDIATULLAH

1811440002
C 2018

Abstract

Unstructured

Nowadays, individuals are expected to be literate in different areas. Mathematical literacy

and financial literacy are among them. Mathematical literacy has been evaluated in PISA
since 2000 while financial literacy has been included in PISA since 2012. Based on the idea
that there is a close relationship between these literacies, in this study PISA mathematical and
financial literacies questions were analysed in order to identify the interaction between them.
For the analysis, the interaction model of mathematical and financial literacies model, which
was worked out to examine the interaction between these literacies, was used. A total of 17
PISA questions including 13 mathematical literacy questions released since 2002 and four
financial literacy questions released since 2012 were analysed. The results of the study show
that literacy questions have potential to support conceptual and process skills for both
literacies although PISA documents state that financial situations are only a context for
mathematical literacy and that mathematics, is only a tool for financial literacy. This result
strengthens the idea that financial literacy education can be easily integrated into mathematics
courses, at least for 15 year old students.
Structured

Introduction: Nowadays, individuals are expected to be literate in different areas.

Mathematical literacy and financial literacy are among them. Mathematical literacy has been
evaluated in PISA since 2000 while financial literacy has been included in PISA since 2012.
Objectives: Based on the idea that there is a close relationship between these literacies, in
this study PISA mathematical and financial literacies questions were analysed in order to
identify the interaction between them.
Methods: For the analysis, the interaction model of mathematical and financial literacies
model, which was worked out to examine the interaction between these literacies, was used.
A total of 17 PISA questions including 13 mathematical literacy questions released since
2002 and four financial literacy questions released since 2012 were analysed.
Results: The results of the study show that literacy questions have potential to support
conceptual and process skills for both literacies although PISA documents state that financial
situations are only a context for mathematical literacy and that mathematics, is only a tool for
financial literacy.
Conclusion: This result strengthens the idea that financial literacy education can be easily
integrated into mathematics courses, at least for 15 year old students.

Keywords

Mathematics education; mathematical literacy; financial literacy; PISA; OECD

 The use of the number of keywords is correct because the keywords in an article are 3 to
5 keywords.
 The five keywords are selected according to the content and theme of the article
 Selection of the keyword “mathematics education; mathematical literacy; financial
literacy” is appropriate because keywords do not always consist of just one word, because
the keywords that go up are generally more than two words (phrases). This will make the
keywords more specific.
 Selection of the word “PISA; OECD” is appropriate because these keywords are in
accordance with the phrases commonly used to find reference articles related to the article
that the reader is looking for.
 The five keywords above, especially the word “PISA; OECD” often appears several times
in the total article content.
 Keywords “PISA; OECD” is an abbreviated word. The choice of keywords should avoid
using abbreviations, unless the word abbreviation is known in general. In this case the
 keyword “PISA; OECD” stands for “The Program for International Student Assessment;
Organization for Economic Cooperation and Development” which is generally known.
 The choice of the keyword "mathematics education" already indicates the topic of the
article, but it is not quite right because the scope of “mathematics education” is too broad.
 Keywords as much as possible do not repeat words that are already in the article title, a
maximum of two phrases from the title. In terms of choosing the keyword "mathematical
literacy; financial literacy ”should not be written as keywords because here we must make
the best possible use of words other than in the title which can also represent our articles.
Because the title has a limitation for entering the main word, we make the rest of it as
keywords. And this becomes an article opportunity. Don't remove keywords by repeating
the words in the title. Because the title, abstract, and keywords complement each other,
the opportunity for access is greater.