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This talk explores the design and theoretical underpinnings of an informal numeracy exhibition on financial education, grounded in the processes of mathematisation and demathematisation as key perspectives for developing critical financial numeracy. We begin by critiquing dominant approaches to mathematical literacy and the neoliberal framing of personal finance, which often reduce financial education to individual responsibility and procedural competence. Drawing from examples of exhibition installations and classroom-inspired tasks, we illustrate how everyday financial practices (such as using money, managing a salary, and navigating inflation) are deeply embedded with numeracy that remains under-examined in educational contexts. Through the use of metaphors and playful design elements, we reflect on how exhibitions can provide engaging opportunities for students and the public to make sense of the financial world, interrogate its power relations, and imagine alternative futures. The talk invites educators and researchers to consider how informal learning spaces can expand the possibilities of numeracy education beyond conventional curriculum boundaries and toward more socially responsive, empowering approaches.