Perspectives on Adults Learning Mathematics: Research and by D. Coben, J. O'Donoghue, Gail E. FitzSimons

By D. Coben, J. O'Donoghue, Gail E. FitzSimons

This is the 1st e-book to discover grownup arithmetic schooling. It goals to situate study and perform in adults studying arithmetic in the wider box of lifelong studying and lifetime schooling. themes coated contain: arithmetic and customary experience; statistical literacy and numeracy; new theories on studying arithmetic; mathematical competences for the place of work; ethnomathematics; and the learning of tutors

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Perspectives on Adults Learning Mathematics: Research and Practice (Mathematics Education Library)

This can be the 1st ebook to discover grownup arithmetic schooling. It goals to situate examine and perform in adults studying arithmetic in the wider box of lifelong studying and lifetime schooling. issues lined contain: arithmetic and customary feel; statistical literacy and numeracy; new theories on studying arithmetic; mathematical competences for the office; ethnomathematics; and the learning of tutors

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Contructivism and the adult learner: Jane ‘s story. Paper presented at the Constructivism: The Intersection of Disciplines Symposium, Deakin University, Geelong. FitzSimons, G. E. ’ Constructivism and the adult learner: Marieanne’s story’. In B. Atweh, C. Kanes, M. Carss, & G. ), Contexts in mathematics education: Proceedings of the 16th AnnualConference of the Mathe matics Education Research Group ofAustralisia (MERGA). Brisbane, QId: Mathematics Education Research Group of Australasia, 247-252.

A meta-level of knowledge , . . Reflective knowledge does not have its epistemological basis in technological and pragmatic knowledge. Neither can technological knowledge be reduced to mathematical knowledge, an idea which is expressed in an educational context as: when you learn mathematics you also learn how to apply it. They distinguished analytically six different levels of reflective thinking, ranging from a focus on the mathematical tool, through the relationship between means and ends, to the global impact of using formal techniques and about the evaluation process as such.

Harris’s work (1987: this volume) with women in the textile industry provides an example of how workers’ (invisible) skills may be recognised. See also Gowen (1992) for discussion of politics and complexities in a workplace and their effect on delivery of programmes. Having briefly addressed some institutional and structural considerations: we turn to focus on the personal, subjective concerns of the adult learner, particularly in relation to mathematics. 2. Review of Research on Adults Learning Mathematics 17 Socio-psychological Considerations There is a plethora of general research into adults returning to study, for example, that related to role conflict (Kasworm, 1990), timing (Mohney & Anderson, 1988), and triggering life events (Sewell, 1982.

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