<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-5346</journal-id>
<journal-title><![CDATA[Revista mexicana de economía y finanzas]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. econ. finanz]]></abbrev-journal-title>
<issn>1665-5346</issn>
<publisher>
<publisher-name><![CDATA[Instituto Mexicano de Ejecutivos de Finanzas A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-53462017000200001</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Financial Literacy and Mathematics: A Study among Young Mexican High School Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetismo financiero y matemáticas: un estudio entre estudiantes mexicanos de preparatoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villagómez Amezcua]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hidalgo Everardo]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto del Fondo Nacional de la Vivienda para los Trabajadores  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaría de Hacienda y Crédito Público  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>1</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-53462017000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-53462017000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-53462017000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work analyzes the influence of mathematical skills on financial literacy among Mexican high school students between 15 and 18 years of age. We use data from a survey constructed explicitly for this purpose, based on measures suggested by Lusardi and Mitchell and the Organisation for Economic Co-operation and Development (OECD). This is the first study of its kind for Mexican youths. Our results confirm that financial literacy levels among Mexican students are low. We offer evidence on the significant and positive impact of mathematical skills on financial literacy levels. Using an Ordered Probit model, we find that for every one unit increase in correct mathematical answers, the financial literacy level rises by 0.12 deviations. Intuitively, two additional correct mathematical answers translate into one-half of a point in the general OECD score. Our results are robust to different specifications for the explanatory variables and different estimation methods. Nevertheless, the study might have an endogeneity due to omitted variables or measurement error, for which we propose a method to correct it. The influence of mathematical skills remained significant and positive despite it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo analiza la incidencia de las habilidadesmatemáticas en el alfabetismo financiero en jóvenes mexicanos entre 15 y 18 años de edad asistiendo a la escuela preparatoria. Utilizamos información de una encuesta construida explicitamente para este objetivo y basada en medidas sugeridas por Lusardi y Mitchell y por la Organización para la Cooperación Económica y el Desarrollo (OECD). Este es el primer estudio de su tipo para jóvenes mexicanos. Nuestros resultados confirman que los niveles de alfabetismo financiero entre estudiantes mexicanos son bajos. Ofrecemos evidencia del impacto significativo y positivo de las habilidades matem´aticas en los niveles de alfabetismo financiero. Mediante el uso de un modelo Probit Ordenado encontramos que por cada aumento en una unidad en las respuestas correctas de matem´aticas, el nivel de alfabetismo financiero aumenta en 0.12 desviaciones. Intuitivamente, dos respuestas correctas adicionales en matemáticas se traducen en medio punto en el puntaje general de la OECD. Nuestros resultados son robustos a diferentes especificaciones de las variables explicativas y distintas estimaciones. Sin embargo, el análisis puede presentar problemas de endogeneidad debido a la omisión de variables o errores de medición, para lo cual proponemos un método para corregir el problema. El efecto de las habilidades matemáticas se mantiene.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Financial Education]]></kwd>
<kwd lng="en"><![CDATA[Financial Literacy]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Skills]]></kwd>
<kwd lng="en"><![CDATA[High School Students]]></kwd>
<kwd lng="en"><![CDATA[Financial Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Educación financiera]]></kwd>
<kwd lng="es"><![CDATA[alfabetismo financiero]]></kwd>
<kwd lng="es"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de preparatoria]]></kwd>
<kwd lng="es"><![CDATA[conocimiento financiero]]></kwd>
</kwd-group>
</article-meta>
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