[Maths-Education] Money counts..or money talks?

[David Wright]

There is a real opportunity to address these issues through the
implementation of Citizenship into the National Curriculum. Mathematics can
certainly play an important part in involving children in thinking about
these issues in a constructive way and the Dfee are looking for resources
which will support teachers who want to do this and disseminating them
through the National Grid for Learning, a website which will support
Citizenship will be launched next year.  In the meantime there is a small
Citizenship area developing on the Virtual Teacher Centre at
http://vtc.ngfl.gov.uk/
If anyone has materials that they would like to share, please use the
Contributory Database at http://contribute.ngfl.gov.uk/
Best wishes
David Wright
Education Officer
Curriculum and Institutional Development
Becta
British Educational Communications and Technology Agency

> -----Original Message-----
> From:	Peter Gates [SMTP:peter.gates@nottingham.ac.uk]
> Sent:	02 November 2000 13:48
> To:	maths-education@nottingham.ac.uk
> Subject:	[Maths-Education] Money counts..or money talks?
> 
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> 
> I have just come across two UK publications 
> 
> "Money counts" by BEAM and the Financial Services authority  which claims
> to be developing financial capability in the primary school linked to the
> numeracy strategy. 
> 
> Another is a published by the "4 learning and maths year 20002" (never
> heard of them myself). this is called "Your family counts". 
> 
> Both books give classroom resources purporting to develop childrens and
> families numeracy by looking at matters financial. 
> 
> Nothing in these books seems to be developing in children the real values
> of money - i.e. the issues of disadvantage, poverty, social injustice,
> usury, etc. etc.
> 
> I am interested in thinking about whether some of us could put something
> together (e.g. "Money Talks" or "It's only being really rich that
> matters")
> that consists of activities, examples etc. that raise the critical aspects
> and uses of mathematics. There might of course be a wealth (ooops) of
> resources out there of which i am  unfamiliar, but it strikes me as
> potentially useful to consider giving teachers some tasks that raises real
> social questions about the way in which poverty is both unevenly
> distributed, how poverty is spread, how it costs the poor more to live
> than
> it costs the rich and all that stuff.
> 
> Is anyone interested, or does anyone have ideas??
> 
> 
> Best wishes,
> Peter
> 
> **************************************************
> Peter Gates
> Centre for the Study of Mathematics Education
> University of Nottingham
> Nottingham, NG7 2RD
> Great Britain
> 
> peter.gates@nottingham.ac.uk
> 
> Tel: +44 115 951 4432
> Fax: +44 115 846 6600
> 
> Mobile: 0773 080 8353 (pgates@genie.co.uk)
> 
> 
> 
> 
> 
> 
> http://www.nottingham.ac.uk/csme
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