The research of curriculums of Turkey and Canada (Ontario) from the perspective of financial literacy and mathematical literacy and a model suggestion

The aim of the study is to deal with the concept of financial literacy in mathematics education. In this study designed as a qualitative research, firstly mathematics curriculums of Ontario and Turkey analysed from the perspective of financial literacy using horizontal comparison method. In the comparison, it is seen that Ontario programs highlight the concept of financial literacy, and are richer than programs of Turkey in terms of content, acquisitions and conceptual connections. However, 2005-2013-2017 mathematics curriculums of Turkey that carried out since 2005 analysed among themselves through vertical comparison method from the perspective of financial literacy. In the analyse, it is seen that the financial connections included in the 2005 program are reduced in 2013 and 2017 programs. Secondly, a financial literacy model that can be used in education area has been built. In this model, the focus point is financial behaviours. According to the model, the financial behaviours are shaped by knowledge, skills and affecting factors, and that there is an interaction between these dimensions. Thirdly, a model has been developed that reveals the interaction between mathematical literacy and financial literacy and can be used in document analysis. Model dimensions consist of content, financial context and process. This study also includes PISA analysis in terms of showing the functionality of the Interaction Model. The analysis, which provides a conceptual framework, appear to be valuable for PISA studies since PISA does not include the analysis that deals with these literacies.