Enrichment Curriculum and Financial Literacy

ENRICHMENT CURRICULUM AND FINANCIAL LITRACEY
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ENRICHMENT CURRICULUM AND FINANCIAL LITRACEY
Santos, S., & Barmby, P. (2010). Enrichment and engagement in mathematics. In Proceedings of the British Congress for Mathematics Education (Vol. 30, No. 1, pp. 199-206).
Santos & Barmby examine the belief of engagement and enrichment in mathematics faculty. The researchers examined students in the Royal Institution of Great Britain to facilitate mathematics learning, in which teachers and students' Masterclasses project participated in the QCA project. Santos & Barmby show that behavioral and emotional components determine people's attitudes that influence their behavior towards engagement in mathematics. However, learners need to have a third component, which is cognitive, to engage fully in mathematics. With the help of three components, students could take part in thinking, developing their knowledge, and understanding the subject. Therefore, mathematics becomes enjoyable to students possessing the above three components.[Santos, S., & Barmby, P. (2010). Enrichment and engagement in mathematics. In Proceedings of the British Congress for Mathematics Education (Vol. 30, No. 1, pp. 199-206).]
Piggott, J. S. (2007). The nature of mathematical enrichment: a case study of implementation. Educate~, 7(2), 30-45.
Piggott highlights the scaffolding for enrichment, characteristics, and relationships related to mathematical thinking, solutions to math problems, and enrichment. Besides, the author also focuses on good mathematics problems that students and their facilitators could easily handle. The framework develops existing poorly framed perceptions to a more coherent form related to the term mathematics enrichment. According to this article, enrichment is inclusive rather than being an exclusive occurrence. Piggott shows that learners should have an enriching ordeal when learning mathematics. Problem-solving is a primary activity within enrichment that help in mathematical thinking to formulate students’ ideas and thoughts. Lastly, a good problem should support a clear purpose when choosing a problem-solving method to encourage learners to participate in the problem-solving activity.[Piggott, J. S. (2007). The nature of mathematical enrichment: a case study of implementation. Educate~, 7(2), 30-45.]
Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity. Education Sciences, 11(10), 615.
Reis et al. believe that gifted education is a true laboratory related to developing creative teaching approaches. Trained teachers could use an innovative teaching pedagogy that is more engaging with more benefits to students. For example, the teachers could use advanced vocabulary and authentic paradigms to enhance better understanding of the learners. Similarly, according to Piggott, teachers should use developing surveys, creative thinking, and problem-solving strategies to give students a diverse understanding of curriculum enrichment. Enrichment experiences are a construct of students due to their interests that lead to their desire to pursue secondary school education in the mathematics field.[Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and Gifted Education Pedagogy to Develop Talents, Gifts, and Creative Productivity. Education Sciences, 11(10), 615.]
Renzulli, J. S., Reis, S. M., & Brigandi, C. (2021). Enrichment Theory, Research, and Practice. In Critical Issues and Practices in Gifted Education (pp. 185-199). Routledge.
The article is important as it highlights the question that is strong empirical evidence that mobilizes educators and policy-makers to hierarchize talent development through the application of enrichment practices, especially in schools with scarce learning resources with competing priorities. According to various research, enrichment programs positively influence gifted students academically, improve their attainment, and lead to social and emotional development. Renzulli et al. show that the enrichment program of students varies greatly in form and substance, which later helps in summarizing empirical studies across different enrichment strategies. Students participating in enriched learning have a higher probability of developing learning skills than a control group that never engages in the enrichment curriculum.[Renzulli, J. S., Reis, S. M., & Brigandi, C. (2021). Enrichment Theory, Research, and Practice. In Critical Issues and Practices in Gifted Education (pp. 185-199). Routledge.]
Wiggins, H., Harding, A., & Engelbrecht, J. (2017). Student enrichment in mathematics: a case study with first year university students. International Journal of Mathematical Education in Science and Technology, 48(sup1), S16-S29.
Wiggins et al. show that an enrichment program is a gate opening experience for the instructor to interact with the learners academically than in a classroom setting. The program succeeded in translating learning goals to learning effectively, leading to a better understanding of math concepts. The program keeps the students enthusiastic and offers them an outlet for self-activity. The efforts of enrichment learning bring a closer interaction of students with their formal teacher. According to Wiggins et al., students enjoy this form of learning with high hope and improved interest in learning mathematics at the onset of their university studies.[Wiggins, H., Harding, A., & Engelbrecht, J. (2017). Student enrichment in mathematics: a case study with first year university students. International Journal of Mathematical Education in Science and Technology, 48(sup1), S16-S29.]
Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. Journal of advanced academics, 19(3), 502-530.
The articles highlight the achievement gaps present in cultural, linguistic, ethnic, and economic differentiation groups that greatly concern instructors and policymakers. Besides, this study also enlightens the process of high-stakes testing that help in evaluating achievement and school effectiveness. The educational literature is a proper tool that could offer recommendations to enhance students' attainment, eventually closing the achievement gap. Beecher and Sweeny show that a blended curriculum reduces the achievement gap, improving teaching and learning student abilities. Besides, this article translates enrichment and instructional differentiation theories into the practice of a school that accepts a remedial paradigm.[Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school's story. Journal of advanced academics, 19(3), 502-530.]
Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102-116.
Meta-a...