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Vymezení vztahu matematické a finanční gramotnosti žáka střední školy
KAZDA, Martin
The main aim of the dissertation is to define if there is a correlation between financial and mathematical literacy of high school pupils using a suitably designed methodology. Its aim is to determine whether and to what extent the pupils´ acquired mathematical knowledge and skills translate into the development of their financial literacy. The issue of financial educationis currently being studied. To live in a modern society, it is necessary for an individual to be financially literate, ie able to fully adapt to the changing conditions on the financial markets. The process of education begins in early childhood. The thesis focuses on secondary school pupils, who already become legally adults during their studies, ie they can conclude binding contracts. The thesis is divided into two basic parts, theoretical and empirical. The theoretical part offers the reader a comprehensive search of available professional literature related to the issue. The theoretical part defines both literacies, ie financial and mathematical, and discusses their relationship. The reader is also acquainted with the issue of financial education in the Czech Republic and abroad. The empirical part describes the methodology of the implemented combined research, which links the methods of quantitative (ie questionnaire, didactic test) with the methods of qualitative (ie interview) survey with the help of the data triangulation method in order to increase its validity. The respondents were pupils of grammar schools and secondary technical schools with extended instruction in economic subjects across the Czech Republic. A sufficient sample was obtained to achieve a total 95% reliability level. Research has confirmed that there is a significant correlation between financial and mathematical literacy. It showed that a pupil's mathematical knowledge and skills are one of the effective tools for developing their financial literacy. It also showed that financial education can also be beneficial for teaching mathematics itself.
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