ABSTRACT

Financial literacy is a concept widely recognised in the middle and high school grade levels, but what does it mean to a primary elementary teacher? This study was a two-phase, mixed-methods research approach that explored Ohio’s kindergarten through second grade teachers’ perceptions regarding the curriculum and instruction of financial literacy. The findings indicated that K–2 teachers see value in teaching financial literacy concepts and skills in their classroom, but they are unsure of the expectations for implementation. Though teachers’ knowledge of financial literacy expectations is limited, teachers were still incorporating money concepts and skills into their classrooms by employing strategies they deemed appropriate. These results indicate a need to inform teachers about the written curriculum regarding financial literacy and ways that they can integrate the content into their current classroom practices.

摘要

理财素养是一个在初高中阶段被广泛认可的概念，但对于一个小学教师来说，这意味着什么呢？这项研究是一个两阶段、混合方法的研究方法，通过二年级教师对金融知识课程和教学的看法来探索俄亥俄州的幼儿园。调查结果表明，K-2 教师看到在课堂上教授金融知识概念和技能的价值，但他们不确定实施的期望。尽管教师对金融素养期望的了解有限，但教师们仍在通过采用他们认为合适的策略将金钱概念和技能融入课堂。