It is of great importance for individuals to be educated effectively and to receive financial education so that they can make the right financial decisions. The OECD has included the financial literacy assessment in the PISA exams since 2012. This study aims to assess how the concept of financial literacy is integrated into seventh-grade mathematics textbooks based on the PISA framework. We conducted an in-depth examination of the questions and activities in the seventh-grade mathematics textbook, which has been in practice for five years since 2019. The document analysis technique was used for this case study by examining all the questions and activities in the textbook based on the keywords to determine financial content. The concept of financial literacy, as defined by PISA, content, process, and context dimensions and categories of these dimensions, was used for a seventh-grade mathematics textbook examination. According to the findings, the questions and activities in the textbook support the concept of financial literacy at a minimum level. In particular, the Risk and Reward and Financial Landscape and Apply Financial Knowledge and Understanding categories are significantly underrepresented or absent. Furthermore, the application of financial knowledge and societal contexts is minimal, limiting the potential to develop comprehensive financial literacy competencies. Therefore, it is suggested that the curriculum and course content should be developed to address these gaps, including real-life financial dilemmas, broader economic decision-making, and public financial literacy components.
Sozgun et al. (Mon,) studied this question.