ABSTRACT This research problematises mathematics teacher knowledge for teaching the Financial Mathematics topic to learners who come from communities where the time-value of money and a banking culture is not well established. The COACTIV framework underpins the study to build a pedagogical framework to teach Financial Mathematics to such learners. Data was collected from a sample of 20 South African mathematics teacher educators and business studies lecturers who teach Financial Mathematics at tertiary levels using a questionnaire. Focus were also held with participants to corroborate the results. The results of the study showed that many learners come from cultures that do not hold a time-value-of-money construct and do not readily learn textbook Financial Mathematics because it is not attuned to their home backgrounds. A pedagogical framework that takes into account learners’ cultural knowledge systems is suggested to teach the topic, particularly to learners from disadvantaged communities.

中文翻译：

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迈向文化嵌入的金融数学 PCK 框架

摘要 本研究对数学教师知识进行问题化，以向来自货币时间价值和银行文化尚未建立的社区的学习者教授金融数学主题。COACTIV 框架支持这项研究，以建立一个教学框架，向此类学习者教授金融数学。数据是从 20 名南非数学教师教育工作者和商业研究讲师的样本中收集的，他们使用问卷调查在高等教育级别教授金融数学。还对参与者进行了重点验证以证实结果。研究结果表明，许多学习者来自不持有货币时间价值结构的文化，并且不容易学习教科书金融数学，因为它不适合他们的家庭背景。