Miesto finančnej gramotnosti vo vyučovaní na základných a stredných školách: výsledky dotazníkového prieskumu
The Role of Financial Literacy in the Teaching in Primary and Secondary Schools: Findings from a Questionnaire Survey
Abstract
Financial literacy is often naturally associated with the teaching of mathematics, particularly in areas such as interest calculation, budgeting, and data interpretation. Although mathematics provides essential tools for understanding financial concepts, its role in developing financial literacy is not clearly defined, and its potential often remains underused. This paper presents the results of a pilot questionnaire survey investigating the attitudes of primary and secondary school teachers towards the integration of financial literacy into teaching, conducted between 2024 and 2025. Teachers’ responses to open-ended questions provide an authentic insight into their experiences and approaches. The results indicate that while financial literacy is frequently perceived as the “domain of mathematics,” in practice it also finds its place within other subjects. Exploring and developing cross-curricular connections can contribute to strengthening the role of mathematics as a subject that links knowledge and fosters students’ ability to think critically about real-world problems.
- Keywords
- financial literacy, financial concepts, teaching, questionnaire survey
- Classification
- 97B10
References
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Böhm, P., Böhmová, G., Gazdíková, J., & Šimková, V. (2023). Determinants of Financial Literacy: Analysis of the Impact of Family and Socioeconomic Variables on Undergraduate Students in the Slovak Republic. Journal of Risk and Financial Management, 16(4), 252. https://doi.org/10.3390/jrfm16040252
Lajčin, D.; & Bočková, K. (2023). Analýza úrovne finančného vzdelávania na Slovensku. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok. Online. Roč. XXII., č. 5, s. 59-70. ISSN 1336-2232. Dostupné na: https://doi.org/10.54937/ssf.2023.22.5.59-70
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