This project (2018-1-SE01-KA201-039098) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language   >   IT SE EN

Database of Innovative Learning Objects



Back to the list of Innovative Learning Objects

TITLE
The Stock Market Game (SMG)
LEARNING OBJECT
Online simulation of the global capital markets
WEBSITE OF THE PRODUCT
NAME OF PRODUCER
SIFMA Foundation
DATE OF PRODUCTION
1977
TYPE OF PRODUCT
Online course, Downloadable material, Online Game
SUBJECT TAUGHT
Math
LEVEL OF KNOWLEDGE
Medium
TARGET GROUP AGE
14 – 16 years old
TUTORIAL SUPPORT
Yes
DESCRIPTION
The Stock Market Game is an educational program supported by the Securities Industry and Financial Markets Association (SIFMA) Foundation for Investor Education.
The Stock Market Game program is an online simulation of the global capital markets that engages students grades 4-12 in the world of economics, investing and personal finance, and prepares them for financially independent futures. More than 600,000 students take part every school year across all 50 states. The Stock Market Game has reached 18 million students since its inception in 1977.
The Stock Market Game allow to
- Build a fundamental understanding of investing while providing students with real-world skills and practice in math, English language arts, economics, social studies, and other subjects.
- Plan students experience using the Teacher Support Center, a searchable library of curriculum resources, lesson plans, assessments, and standards correlations.
- Access easy-to-follow instructional guides, suggested lessons, activities, and projects.
INNOVATIVE LEARNING OBJECT
1. The lesson applies Honey and Mumford’s learning styles methodology and starts with a discussion with the students on what is the market and personal finance.
2. Then a short theoretic presentation of the basic definitions of the terms of fundamental saving and investing topics as well as provide real-world practice in core scholastic subjects like math is given by the teacher together with examples.
3. Students play the online simulation of the global capital markets (SMG) that engages students in the world of economics, investing and personal finance.
4. Then students are divided into teams and are given a creativity task for creation of an entrepreneurial culture with a view to exploring and deepening the concept of enterprise, enhancing it in its positive, innovative and prospective dimensions for the future of every young person.
Teams work on their ideas for 20 minutes and should prepare a presentation of the innovative ideas in any desired by them presentational method (PowerPoint presentation, picture, 3D model, etc.)
5. Teams are presenting their ideas in front of all class.
6. Then every team gives points (min 1- max 10 points) for the presenting team in three directions: (1) Good presentation of the innovative idea; (2) Potential of the innovative idea for success on the market; (3) Level of originality and innovativeness of the idea.
7. Teacher makes a summary of the basic outcomes of the lesson and evaluation of the group work
EXPERT'S COMMENT
Students who played The Stock Market Game scored significantly higher on mathematics and financial literacy tests than their peers that did not play.
The program is designed to teach students the importance of saving and investing by building their financial literacy skills. Students manage imaginary investments online, competing against other individuals and teams both in their classroom and around the world. To supplement the hands-on game play, The Stock Market Game provides teachers with a series of unit-based lessons to assist student instruction.

References
Hinojosa T, Miller S, Swanlund A
Hallberg K, Brown M, O’Brien B (2009). The Stock Market Game™ Study Final Report (https://www.stockmarketgame.org/impact.html)
TEACHER'S COMMENT
In recent years, the role that financial education has in supporting sustainable and
inclusive growth for those countries committed to pursuing the global objectives of the UN
2030 Agenda has increasingly been recognized. From the 2020-2021 school year, civic
education has entered in all Italian school programs of all types and levels. For this
reason, teachers are required to develop good practices and educational methods to
achieve this goal. As a math teacher I have chosen to tackle the topic of financial
education. To this end, the Stock Market Game program is an important aid, especially for
pupils in the last years of high school. This program allows you to develop an informed use
of money and its investment in order to increase your personal income.
The first step that can be taken with the class group is to provide them with the basic
knowledge to have the fundamental financial knowledge. Inside the page:
https://www.stlouisfed.org/education/tools-for-enhancing-the-stock-market-game-invest-it-
forward there are several videos and documents in English, to help students better
understand stocks, bonds , primary and secondary capital markets, savings and
investments, the role and benefits of capital markets and more. The exercise of conscious
economic citizenship is crucial for the financial well-being of citizens, but requires the
development of attitudes, knowledge, skills and competences essential to make informed
economic choices, implement effective actions to improve one's well-being and pursue
goal of a satisfactory level of personal financial security.
A second step is to divide the class into small groups and assign each one a virtual sum
that can be invested in a different way in a short period of time. At the end, each group has
the task of illustrating the investment methods, the strategies implemented and how any
losses and gains were managed.
The need to provide an 'educational service platform' for the citizen, which supports not
only the acquisition of knowledge, but also the adoption of sustainable economic behavior,
from both an individual and collective point of view, is highlighted by the results recorded in
numerous international and national surveys about the low level of economic and financial
literacy of the Italian population.
In this way, students become active protagonists of their future, becoming citizens aware
of their choices.