Contently analyzing the primary- school textbooks: regarding the components of financial and economical literacy

The aim of this very study is investigating the components of financial and economic literacy in the contents of the primary-school textbooks in Iran. The research method is of the content analysis type and the research population is the primary- school textbooks of the academic year 1391-1392. The sample size includes all the contents of the mathematic books (grade 1 to 6), social studies books (grade 6), and social teaching books (grade 3) as well as the civil parts of the social teaching books (grade 4& 5). In order to gather the required data, encoded content analysis forms with focus on the four fundamental components of financial literacy and four fundamental components of economical literacy are used. The face and content validity of the instruments have been verified by the experts of the field. Based on Holsti's method, the reliability of the instrument is also estimated as 95% for economic literacy and 93% for financial literacy. The results reveals that the components of economic and financial literacy are differently paid attention in these textbooks; in that, the economic literacy components are considered more than financial literacy components. According to results of this study and the prominent role of the financial and economical literacy in these days, more emphasis on financial and economic components in the contents of the primary school textbooks is required.