Finansal Okuryazarlık Açısından Ortaöğretim Matematik Dersi Öğretim Programı ve Ders Kitaplarının İncelenmesi
Özet
The aim of the study was to investigate the high school mathematics course curriculum and
high school mathematics textbooks approved by the Board of Education and Discipline in
the 2018-2019 academic year in terms of financial literacy skills. Employing the document
analysis, the data was collected from the 2018 High School Mathematics Course Curriculum
and the high school mathematics textbooks (9-12th grades) through the Financial Literacy
Review Form developed by the researchers in line with three main financial literacy
dimensions, namely content, process and context, within the scope of 2012 PISA Financial
Literacy skills. Qualitative data was analyzed through content analysis. The findings
indicated that the financial literacy concepts, dimensions and components included in the
curriculum are given in a limited scope; the distribution of financial literacy across the grade
levels is random, not systematic. However, the results clearly showed that the financial
literacy content included in the textbooks is more balanced and detailed than the curriculum.
It is believed that the results of the study will contribute to the understanding of the
importance of financial literacy skills in the education process, which has been accepted as
one of the basic competencies in many countries curricula in recent years, and to determine
the current situation in the high school mathematics course curriculum and textbooks, and
to contribute to the curriculum development or revision studies to be made in the future.