Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-28T09:08:00Z No. of bitstreams: 1 Anísio Costa Castelo Branco.pdf: 463252 bytes, checksum: 0f3126efeb34a5b5457a07a14c8f40e8 (MD5) / Made available in DSpace on 2018-11-28T09:08:00Z (GMT). No. of bitstreams: 1 Anísio Costa Castelo Branco.pdf: 463252 bytes, checksum: 0f3126efeb34a5b5457a07a14c8f40e8 (MD5) Previous issue date: 2018-09-10 / This paper presents the mapping of thirty dissertations and theses dealing with the theme of Financial Education in the context of Teaching and Mathematics Education in the period between 2014 and 2016 in order to identify if and how technology is considered in such works. Initially, the definition of mapping, its objectives and the paths taken to its accomplishment are discussed. The objective is to analyze the contributions of the technologies in graduate academic productions about Financial Education, in the context of Mathematics Education, through a meta-synthesis, in order to identify how this topic is being discussed in the researches and the role of technology in these studies. They point to several solutions and we have identified suggestions and taken notes of the difficulties and the need to use technologies to improve the teaching of Financial Education / Este trabalho apresenta o mapeamento de trinta dissertações e teses que tratam do tema Educação Financeira no contexto do Ensino e da Educação Matemática no período entre 2014 e 2016 com o objetivo de identificar se, e como, a tecnologia é considerada nestes trabalhos. Inicialmente, aborda-se a definição de mapeamento, seus objetivos e os caminhos percorridos para a sua realização. O objetivo é analisar as contribuições das tecnologias nas produções acadêmicas stricto sensu acerca da Educação Financeira, no contexto da Educação Matemática, por meio de uma metassíntese, na perspectiva de identificar como esse tema está sendo discutido nas pesquisas e o papel da tecnologia nestes estudos. Os trabalhos apontam soluções diversas e constatamos sugestões e apontamentos das dificuldades e da necessidade do uso de tecnologias para melhoria do ensino da Educação Financeira

Until recently, personal financial management has become increasingly important for consumers as in the past. Literature indicates that consumers in rural and low-income areas are the most financially vulnerable and depends mostly on unsecured loans to finance their daily expenses. The primary objective of this study was to evaluate the level of financial literacy among adults in Vhembe District Municipality in Limpopo, South Africa. The results indicate that the level of financial literacy among adults in Vhembe District Municipality is low (38.73%). The low levels of financial literacy have serious consequences for an adult’s personal financial management skills and lead to their inability to make correct financial decisions. The study concludes by suggesting interventions that could help adults to improve their level of financial literacy, manage and sustain their financial well-being. / Business Management / M. Com. (Business Management)

The thesis' goal is to define basic terms associated with financial literacy - to clarify the important and somewhat inseparable role financial education plays in terms of financial literacy. Furthemore it aims to measure the current level of financial literacy achieved by students of public high schools and public universities. The theoretical section is aimed at different definitions of the term financial literacy, the significance of financial eduction in the Czech Republic and the related national financial education strategy. Its further aim is the current level of financial literacy and the role of subjects raising that level. The practical section consists of research survey via a questionare released at public high schools and public universities and its evaluation and comparison to recent survey by the Department of finance. The survey points to a relatively low level of financial literacy and the need for education in financial matters.

The diploma thesis "Financial literacy of pupils at grammar school" deals with the attitudes of students to the issue of financial literacy and the level of their knowledge. It focuses on individual components of financial literacy and key factors which influence and shape the students' knowledge and attitudes. Comparing available literature sources the definition of financial literacy is discussed in the theoretical part. The theoretical part also includes the way financial education is regulated in the Czech Republic. The practical part using a descriptive statistical analysis presents results received from the questionnaire distributed among pupils of the grammar school. Based on the results four hypotheses were set and their validity is tested. The evaluation and discussion parts are incorporated in the work.

The diploma thesis focuses on financial literacy analysis amongst high school students. Introductory chapters are based on definitions of key words essential to examine this topic, on the question of financial literacy significance and consumer protection (and its connection to financial literacy). Another part of the thesis investigates the process of financial education implementation to framework educational programs which represent obligatory foundation for elementary and high schools when creating the curricula. Crucial part of the thesis is financial literacy level examination performed at high schools and comparison of this level among participating schools.

This thesis deals with the financial literacy and its teaching at Czech primary schools. First, a brief summary of activities supporting financial education is presented. In the second part, there are some of the conclusions of research the level of financial knowledge and also available teaching materials described. The main chapter analyzes the project "Rozumíme penězům" and the textbook "Finanční gramotnost pro 2. stupeň ZŠ". Content and methodological point of view are the most important. The thesis also determines whether both materials meet requirements of Financial Literacy Standards and PISA.

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The effective and efficient management of personal finances is critical for everyone, particularly in a world where uncertainties prevail. Owing to continuous change, new financial challenges frequently confront individuals that culminate ultimately in uncertainties concerning individuals’ financial position and future. Having low levels of debt, an active savings and retirement plan, as well as following an expenditure plan, will lead to financial wellness, which demonstrates an active state of financial wealth. A comprehensive financial plan makes individuals attentive when dealing with financial issues, and acts as a guide when making financial decisions. Owing to insufficient financial literacy and skills, personal financial management is challenging and often results in erroneous financial decisions. Financial knowledge forms the basis for financial skills and competence, which are influenced by personal attitudes in both spending and saving. Therefore, in order to plan effectively, and control and manage financial risks and opportunities in the future, financial skills and abilities are essential. Adequate financial knowledge and skills lead to effective personal financial management and sound financial decisions in the short-term as well as in the long-term. Planning for financial independence should start as early as possible during the financial life cycle, usually at 18 years of age. Students are a rewarding market for financial institutions such as banks, insurance companies, pension funds and brokerage companies, potentially leading the way forward to establish brand-loyalty throughout adulthood. However, the lack of financial management and planning experience, as well as financial literacy and financial skills, make students particularly susceptible to the aggressive marketing tactics of financial institutions, which may be harmful to students’ financial freedom. As such, financial institutions and professionals have to gauge effective ways to convey financial knowledge and product information to a target market to deliver improved financial service as well as understand the relevant consumer behavioural aspects of a target market when developing marketing strategies. Published literature on the South African Generation Y consumer behaviour is limited and none that is focused specifically on attitudes towards personal financial planning, financial literacy and perceived personal financial management skills of the significantly sized black Generation Y cohort. This cohort is defined as individuals born between 1986 and 2005. In South Africa, Generation Y individuals accounted for 38 present of the South African population, with the black Generation Y individuals representing 83 present of this generational cohort. Additionally, the black Generation Y cohort of South Africa account for approximately 32 present of the total population, resulting in a highly salient market segment. Of particular interest to marketers and professionals, including financial institutions and those involved in financial management, especially financial planning, are those individuals attaining tertiary qualifications, and as such they are likely to enjoy higher earnings and a higher social standing, which together is likely to make them opinion leaders and trendsetters amongst their peers. The primary objective of this study was to investigate black Generation Y students’ knowledge of and attitudes towards personal financial management within the South African context. The target population, relevant to this study, was defined as full-time undergraduate black Generation Y students, aged between 18 and 24 years, enrolled at South African registered public higher education institutions (HEIs). From the sampling frame, comprising 23 registered South African public HEIs, one traditional university and one university of technology located in the Gauteng province, were selected using a judgement sampling method. A convenience sample of 400 full-time black Generation Y students, who were enrolled at these two South African HEIs during 2013, was drawn for this study. To conduct this study, a structured format was applied where lecturers of the applicable classes were contacted and permission was requested to carry out the survey. Thereafter, during the scheduled class times of the full-time undergraduate students, hand delivered self-administered questionnaires were distributed for completion, which were collected thereafter. The students’ attitudes towards personal financial planning were measured on a six-point Likert scale, whereby participants were requested to indicate the extent of their agreement/disagreement with items pertaining to personal financial planning. The students’ financial literacy was measured, using multiple-choice questions, whereby the students were asked to choose one of the four alternatives provided. The students’ perceived personal financial management skills were measured on a six-point Likert scale, whereby the participants were requested to indicate the extent of their agreement/disagreement with items pertaining to personal financial management skills. Additionally, certain demographical data were requested from the participants. The findings of this study indicate that South African black Generation Y students exhibit a positive attitude towards personal financial planning, have low levels of financial literacy and perceive themselves as being equipped with having the necessary personal financial management skills. More specifically, students’ attitudes towards estate planning were ranked the highest, whereas attitudes towards the financial planning process were raked the lowest. In terms of financial literacy, students scored the highest in general financial knowledge and the lowest in spending related financial literacy questions. Students’ perceptions towards decision-making skills were rated the highest, whereas stress management skills were rated the lowest. Insights gained from this study will help academics, government, financial institutions and other economic role players understand current black Generation Y consumers’ attitudes towards personal financial planning, their level of financial literacy and their perceived personal financial management skills. / MCom (Business Management), North-West University, Vaal Triangle Campus, 2014

The empirical data indicates that Generation Y generally has a very high average financial literacy. The rationality they exhibit in the mastery of financial information and tools does not affect their savings and investments. Instead, the investment behavior is given in expression by their character, but also demographic basis.

This thesis aims to serve as a tool for teaching financial mathematics in Mathematics lessons at higher grades of primary schools and mainly in secondary schools. The first part contains an analysis of school documents, results of survey aimed at financial literacy and available textbooks. The second part presents the supporting teaching tools in the form of applets created using the GeoGebra programme. Applets are aimed at money exchanging, interests types, loans, savings and a household budget creating. Each applet is presented by being used in a specific exercise. Powered by TCPDF (www.tcpdf.org)