| I think most of my teacher friends would be puzzled at Craig's enthusiasm for financial maths. |

In fact, many of my teacher friends try to teach this section as quickly as possible so that they can spend more time on other sections. Why spend 2 weeks on it when all they have to know is how to substitute into a formula? Craig has done his PhD on the teaching of financial maths in South African high schools and made a couple of really good points which showed why it's important to do this section probably.

For starters, this section practices multiple skills learnt in other sections. We work with percentage, fractions, factorising and products. We can also link it to linear and exponential functions. All of these sections are abstract and until we link them to real examples, like financial maths, our learners don't see why the skills are useful.

But let's be honest, our examples are not exactly real world relevant. They're often about Uncle Tom who wants to know which account will be better for his investment. Where are the examples which include saving for a car, a matric dance outfit, a phone, or even university? I agree with Craig, we can only tackle the really interesting problems (changing amounts, future value annuities, etc) in later grades, but let's at least try to make this real to the grade 10s.

Let's take a look at some of the information found on Craig's slides.

But let's be honest, our examples are not exactly real world relevant. They're often about Uncle Tom who wants to know which account will be better for his investment. Where are the examples which include saving for a car, a matric dance outfit, a phone, or even university? I agree with Craig, we can only tackle the really interesting problems (changing amounts, future value annuities, etc) in later grades, but let's at least try to make this real to the grade 10s.

Let's take a look at some of the information found on Craig's slides.

**4 Pressure Points**

- Language used in financial maths questions

- Poor understanding of percentage

- Rounding errors

- Identifying whether scenario involves simple or compound growth

**5 Point Teaching Strategy**

- Revise percentage

- Typical simple and compound interest problems – with and without formulae

- Illustrate where formulae come from

- Practice with substituting for all unknowns (except n in CI)

- Linking with Gr 10 functions

Here is Craig's full presentation:

We played with a great spreadsheet in the show. You can find it here. It shows the link between the linear function and simple interest, and the exponential function and compound interest. Please play with it and see what it can do!

Need to brush up on your content knowledge? Or, do you want to show videos in your class? Take a look at the Mindset content.

Before I say goodbye, there's one more thing to share. Craig has written a couple of articles about teaching financial maths. This particular article explores whether the compound interest formula gives us the real answer.

Until next time, happy teaching!

Until next time, happy teaching!