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Professional Noticing in the Context of Mathematical Modeling
No full textThe purpose of this study is to examine how professional noticing evolves in the context of modeling and what is unique about the context of modeling for developing noticing. Eight middle and secondary school teachers participated in this one-semester long study and received three training sessions on professional noticing. The results support modeling as a desirable context for developing noticing. Teachers provided more substantial detail about the mathematical aspects of student strategies after participating in the training, and they benefited from conversations with colleagues scaffolded by the three phases of professional noticing: attending to, interpreting, and responding to student thinking. Teachers also identified some unique aspects of student thinking in the context of modeling, especially local conceptual development experienced by some students during the study
Front Matter: From the Editors
No full textOur introduction to the 33rd volume of The Mathematics Educator includes brief summaries of the three articles in this issue, as well as editorial commentary and a thanks to the reviewers and others who made this issue possible
Exploring the Effect of Federal Student Loan Payment Resumption on Borrowers Through Sentiment and Textual Analysis Using X
No full textStudent loans have taken on an increasingly significant role in funding the higher education experience and payments toward student loan debt have become an important part of many borrowers’ overall financial plan. Using Brandwatch, this study analyzes X data to better understand student loan borrower sentiment during the resumption of federal student loan payments in October 2023. During the period studied, negative references to student loans on the platform overtook positive sentiment overwhelmingly (46% negative versus 1% positive). Topics and phrases labeled negative sentiment ranked higher in mentions than those with positive or neutral sentiment in their respective categories. The findings highlight the need for financial planners to provide appropriate mental health resources to help borrowers manage negative feelings surrounding the federal student loan payment restart
From Intention to Adequate Emergency Fund Savings through Fintech Use: Evidence from a Survey Study
No full textThis study applied the theory of planned behavior and the technology acceptance model to investigate consumers\u27 adequate emergency fund savings through fintech use. A structural equation model (SEM) with a confirmatory factor analysis was employed to analyze primary data from a sample of 453 responses collected in July 2021. The results showed that subjective norms and perceived behavioral control were positively associated with the intention to use fintech for emergency fund savings, respectively. Perceived behavioral control showed a positive direct relationship with adequate emergency fund savings. Intention to use fintech for emergency fund savings showed a positive relationship with using savings apps and websites. However, only savings website use was positively associated with adequate emergency fund savings. The results suggest that fintech use – a bridge – connects between intentions to use fintech to save and adequate emergency fund savings. The findings shed light on empirical evidence in the current literature regarding the importance of fintech use in the financial services market. Financial institutions, financial advisors, and policymakers should be aware of the significance of fintech use in consumers\u27 financial behaviors
Student Willingness to Borrow for Higher Education
No full textA human capital model is used to examine students’ willingness to borrow to pay for a college degree. We hypothesize direct costs of education and education goals to be positively associated and current income and alternative financial support to be negatively associated with willingness to borrow. Using college student data from the 2020 Study on Collegiate Financial Wellness, we found that 13% of college students are not willing to borrow to pay for school, 31% are willing to borrow up to 50,000. Overall, we find evidence that students’ willingness to borrow corresponds to the rational decisions predicted from human capital theory. Higher tuition costs, educational goals, and fields of study with higher expected pay were all positively associated with willingness to borrow. Income is positively correlated with willingness to borrow at the lower end of income, but as income increases, the amount students are willing to borrow is less. Alternative financial support from either scholarships, grants, or family is negatively associated with willingness to borrow, which is all consistent with the two-period human capital model
Addressing Diversity, Equity, and Inclusion in Financial Planning Education
No full textThis article presents the experiences of three professors who each developed and taught a university-level diversity, equity, and inclusion (DEI) course within a financial planning or related academic program. These courses, tailored to different educational levels, addressed DEI concepts in the context of financial planning and personal finance and aimed to cultivate awareness and equip future professionals with the tools to navigate DEI challenges in practice and research. The study offers valuable insights and recommendations for educators interested in integrating DEI into their curricula. The paper details the instructors’ motivations behind developing the courses, student learning objectives, course design and content, and the authors\u27 unique teaching philosophies
(Re)framing International Medical Service Trips: Motivations, Paradigms of Engagement, and Global Health Equity
No full textThe article analyzes two fundamental questions that emerge as institutions of higher education seek to advance global health equity: What are the motivations driving these initiatives, and within which paradigms of engagement do they enter into collaboration with communities? An examination of the tensions and paradoxes of geopolitical paradigms such as humanitarianism, development, human rights, and voluntourism underscores the need for critical reflection as colleges and universities look across international borders to implement initiatives. The article explains the development of an adaptable tool designed to foment critical reflection, the Paradigms of Engagement Motivational Matrix (PEMM), and a pilot study focused on students’ motivations for participating in international medical service trips. A mixed-methods approach was used, and the results reflected the complex movement among motivational categories and paradigms, as well as key implications for campuswide efforts to develop ethical solidarity for long-term collective action aimed at global health equity