Abstract:

The assignment of mathematical tasks has a great influence on the effectiveness of their solution by pupils. Especially in primary education of pupils aged 6 - 10 years, teachers should present such tasks in the classroom, whose assignment is suitable for pupils. The context of the task should, therefore, be appropriate to their cognitive level and age. Nowadays, it is customary to use ICT technology and electronic resources to teach mathematics. However, when teachers seek inspiration from foreign sources, it is often necessary not only to translate the given tasks into their mother tongue but also to adapt their context to a form appropriate to the pupils' cultural practices. The paper aims to analyze the context of three tasks developing financial literacy after their translation into the mother tongue of pupils. The empirical part presents the results from the on-line questionnaire, which consists of 7 scale items and 1 open item. The research sample consisted of mathematics teachers of varying lengths of practice and future mathematics teachers who were asked to comment on items such as whether they used or plan to use similar tasks in their mathematics teaching, or to what extent the context of the task needs to be changed to was graspable for students. The results obtained by the questionnaire helped to better reflect the work of future teachers (as well as practitioners) with tasks and to identify assigning tasks to financial literacy in mathematics education.

Keywords:

Mathematical problem, teacher, prospective teacher, problem solving, task´s context, financial literacy.