Perhaps more than any other subject, mathematics seem to strike very into the heart of many adults. Maths anxiety is a very real phenomenon for many and has been put increasingly under the research spotlight.
Maths anxiety: Impediment to success.
Reports
Here is a particularly useful report on the future of numeracy in the work place
A report by Diana Coben on adult numeracy in Scotland
Here is a report that has just come out (July 2009) entitled: Numeracy for adults - latest findings from teaching and learning research.
Unfortunately, the citation practices in the report are somewhat frustrating and when some fundamental claims are made, the reader is uncertain exactly where the theoretical or research basis lies.
The above report has a great deal in common (some 80%) with this one put out by TEC in February 09 entitled Strengthening literacy and numeracy: Theoretical framework.
The title of the July o9 document centres around research findings; whereas the February 09 document claims a theoretical basis.
The main difference between the documents is that the February 09 document consistently uses the phrase "literacy and Numeracy"; whereas the July document changes this to just "numeracy". i.e. literacy and numeracy >>>> numeracy.
Here is a report by FitzSimons and Coben (which I have also placed in the research section of this blog). It is a must read and covers key theoretical and research territory in a succinct and yet comprehensive way.
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A report by Diana Coben on adult numeracy in Scotland
Here is a report that has just come out (July 2009) entitled: Numeracy for adults - latest findings from teaching and learning research.
Unfortunately, the citation practices in the report are somewhat frustrating and when some fundamental claims are made, the reader is uncertain exactly where the theoretical or research basis lies.
The above report has a great deal in common (some 80%) with this one put out by TEC in February 09 entitled Strengthening literacy and numeracy: Theoretical framework.
The title of the July o9 document centres around research findings; whereas the February 09 document claims a theoretical basis.
The main difference between the documents is that the February 09 document consistently uses the phrase "literacy and Numeracy"; whereas the July document changes this to just "numeracy". i.e. literacy and numeracy >>>> numeracy.
Here is a report by FitzSimons and Coben (which I have also placed in the research section of this blog). It is a must read and covers key theoretical and research territory in a succinct and yet comprehensive way.
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Language issues and bilingualism
Here is a thesis I wrote on code-switching on weblogs.
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Assessment issues - IALS and ALLS
There is ongoing debate as too how reliably the earlier IALS (International Adult Literacy Survey) and the more recent ALLS (Adult Literacy and Life Skills Survey) have captured the "true" situation with respect to adult literacy and numeracy capabilities.
Thomas G. Sticht reflects on this question in a paper entitled:
The International Adult Literacy Survey: How well does it represent the literacy abilities of adults?
Another discussion on how earlier IALS results might be interpreted is:
International Adult Literacy Survey (IALS): an analysis of international comparisons of adult literacy
Here is the 1996 report by the MoE on how New Zeanders fared in the survey.
Adult Literacy in New Zealand: Results from the International Adult Literacy Survey
Detailed material on ALLS from Statistics Canada
Statistics Canada have made available a great deal of detailed information about the ALLs survey conducted there in 2003 (upon which the New Zealand survey was based)
Here is a guide to the survey questions respondents answered.
There is a good deal more information on this site.
The user manual for the Canadian ALLS survey
The master codebook for the survey.
More stuff here for serious satisticians !!!
Thomas G. Sticht reflects on this question in a paper entitled:
The International Adult Literacy Survey: How well does it represent the literacy abilities of adults?
Another discussion on how earlier IALS results might be interpreted is:
International Adult Literacy Survey (IALS): an analysis of international comparisons of adult literacy
Here is the 1996 report by the MoE on how New Zeanders fared in the survey.
Adult Literacy in New Zealand: Results from the International Adult Literacy Survey
Detailed material on ALLS from Statistics Canada
Statistics Canada have made available a great deal of detailed information about the ALLs survey conducted there in 2003 (upon which the New Zealand survey was based)
Here is a guide to the survey questions respondents answered.
There is a good deal more information on this site.
The user manual for the Canadian ALLS survey
The master codebook for the survey.
More stuff here for serious satisticians !!!
Policy Issues
In New Zealand, some would argue that much of the neo-liberal discourse around skills driving productivity focuses heavily on human capital. There is no doubt that this discourse in New Zealand follows that of many OECD countries, especially The UK, Canada, the US and Australia.
The following article suggests that other benefits of adult numeracy education may be marginalised in this discourse in Australia. Perhaps with keener theoretical understandings of adult numeracy learning and experience we might more fully engage with the real meaning of numeracy in the lives of ordinary people. Here is the article by Yasukawa, Widin and Chodkiewicz.
Do you think the same critique might be valid in the New Zealand context?
The following article suggests that other benefits of adult numeracy education may be marginalised in this discourse in Australia. Perhaps with keener theoretical understandings of adult numeracy learning and experience we might more fully engage with the real meaning of numeracy in the lives of ordinary people. Here is the article by Yasukawa, Widin and Chodkiewicz.
Do you think the same critique might be valid in the New Zealand context?
Relationship of Adult Numeracy to Numeracy Strategy in Schools
In New Zealand, the Adult Numeracy Initiative grew out of the Numeracy Project in schools. Indeed, some of the same people were involved in both. A similar situation exists in England.
This relationship in England is critiqued in this article by Coben, Swain and Tomlin. Might some of the conclusions be applicable to the New Zealand scene?
New Zealand Numeracy project
article 1
The Numeracy Project in Secondary Schools.
A critique of the numeracy project in schools
This relationship in England is critiqued in this article by Coben, Swain and Tomlin. Might some of the conclusions be applicable to the New Zealand scene?
New Zealand Numeracy project
article 1
The Numeracy Project in Secondary Schools.
A critique of the numeracy project in schools
Situated Learning
The work of Lave and Wenger (1991) is almost synonymous with the concept of Situated Learning which emphasises the affordances of authentic contexts in the learning process.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Periperal Participation. Cambridge, UK: Cambridge University Press.
Ethnomathematics
In most the the formal discourse of adult numeracy education in New Zealand, it is fair to say the the relevance of ethnomathematics to the teaching of numeracy has fallen well below the radar screen.
Some articles
Ethnomathematics - A rich Cultural diversity
Peace, social justice and ethnomathematics
Ethnomathematics and philosophy
D’Ambrosio on ethnomathematics
Ethnomathematics: Concept Definition and Research Perspectives
Paulo Freire’s Contribution to an Epistemology of Ethnomathematics
Ethnomathematics and Mathematics Education (this is quite a big file 2mb and has some things relevant to adult education) It is the proceedings of the 10th International Congress of Mathematics Education held in Copenhagen back 2004
A critique of Ethnomathematics. Ethnomathematics is not without its critics. Here is one critique from back in 1997 looking at what ethnomathematics might mean in the South African context.
Bill Barton's 1996 thesis: Ethnomathematics: Exploring Cultural Diversity in Mathematics
Mathematics in Mäori Education.
Some discussion on ethnomathemtics tends to rule out of court the possibility of the mathematics classroom being viewed through an ethnomathematical lens. This piece of research from 2006, however, recognises the sociocultural contexts of an adult mathematics classroom and explores adults learning mathematics in the classroom from a "phenomenological, ethnographical, constructivist" point or view looking at a case study.
Literacy and numeracy issues for maori adult learners.
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Some articles
Ethnomathematics - A rich Cultural diversity
Peace, social justice and ethnomathematics
Ethnomathematics and philosophy
D’Ambrosio on ethnomathematics
Ethnomathematics: Concept Definition and Research Perspectives
Paulo Freire’s Contribution to an Epistemology of Ethnomathematics
Ethnomathematics and Mathematics Education (this is quite a big file 2mb and has some things relevant to adult education) It is the proceedings of the 10th International Congress of Mathematics Education held in Copenhagen back 2004
A critique of Ethnomathematics. Ethnomathematics is not without its critics. Here is one critique from back in 1997 looking at what ethnomathematics might mean in the South African context.
Bill Barton's 1996 thesis: Ethnomathematics: Exploring Cultural Diversity in Mathematics
Mathematics in Mäori Education.
Some discussion on ethnomathemtics tends to rule out of court the possibility of the mathematics classroom being viewed through an ethnomathematical lens. This piece of research from 2006, however, recognises the sociocultural contexts of an adult mathematics classroom and explores adults learning mathematics in the classroom from a "phenomenological, ethnographical, constructivist" point or view looking at a case study.
Literacy and numeracy issues for maori adult learners.
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Adult Numeracy as a Social Practice
Related to the concept of situated learning is that of Communities of Practice. Here the emphasis moves a way from numeracy ad merely some individualistic skill or set of skills that a person processes to numeracy as a social practice that involves participation with others in authentic social contexts. This has very important implications for conceptualising how numeracy is taught, learnt and assessed.
Beyond worksheets - a social and holistic approach to numeracy (Ciancone, Hood, and Lehmann).
Adult Teachers as Researchers: Ethnographic approaches to numeracy and literacy as social practices in South Asia. (Street, Rogers, and Baker).
Beyond worksheets - a social and holistic approach to numeracy (Ciancone, Hood, and Lehmann).
Adult Teachers as Researchers: Ethnographic approaches to numeracy and literacy as social practices in South Asia. (Street, Rogers, and Baker).
Constructivist Orientations
This article by Hein (1991) lays out some broad constructivist principles from the point of view of a museum educator. It says nothing about numeracy. However, many of the principles espoused can be applied to adult numeracy education.
Definitional Issues
The ALL (Adult Literacy and Life Skills) survey gives the following "definition".
How might this "definition" link to the diagram above?
How might it link to the theoretical orientations to be discussed in this blog?
The ALL "Definition"
Numerate behaviour involves
managing a situation of solving a problem in a real context
everyday life
work
societal
further learning
by responding
identifying or locating
acting upon
interpreting
communicating about
to information about mathematical ideas
quantity and numbers
dimension and shape
patterns and relationships
data and chance
change
that is represented in a range of ways
objects and pictures
numbers and symbols
formulae
diagrams and maps
graphs
tables
texts
and requires activation of a range of enabling knowledge, behaviours and processes
mathematical knowledge and understanding
mathematical problem solving skills
literacy skills
beliefs and attitudes
managing a situation of solving a problem in a real context
everyday life
work
societal
further learning
by responding
identifying or locating
acting upon
interpreting
communicating about
to information about mathematical ideas
quantity and numbers
dimension and shape
patterns and relationships
data and chance
change
that is represented in a range of ways
objects and pictures
numbers and symbols
formulae
diagrams and maps
graphs
tables
texts
and requires activation of a range of enabling knowledge, behaviours and processes
mathematical knowledge and understanding
mathematical problem solving skills
literacy skills
beliefs and attitudes
A useful summary of definitions can be found on pages 5 to 10 of this document. Look in particular for the identification of formative, mathematical and integrative phases in numeracy development.
In this 2003 research review, Diana Coben reviews some of the key definitions and conceptulizations around adult numeracy. In particular focus on pages 9 through 21.
Five dimensions of numeracy are offered in this paper. They are foundational, psychological, affective, socio-cultural and critical.
This paper gives some historical background to the relationship of numeracy to mathematics.
Here are four reports on Maori adult literacy. Numeracy appears in most of the under the banner of LLN (Literacy, Language and Numeracy). However the last report does give some discussion on numeracy (see page 23).
Report 1
Report 2
Report 3
Report 4
None of the above reports refer to the broader theoretical and research framework of ethnomathematics.
These following papers do.
This discussion by Barton and Fairhall does.
Some research by Glenys Holt which makes the link between maori mathematics education and ethnomathematics. (Just click okay and you will get the document - you do not have to sign in.)
Acquiring the Mathematics Register in Te Reo Maori
Màori and Mathematics: “Nà te mea he pai mò tò roro!” (Because it’s good for your brain!)
The role of language in mathematics (discussion drawn from the maori experience)
Report 1
Report 2
Report 3
Report 4
None of the above reports refer to the broader theoretical and research framework of ethnomathematics.
These following papers do.
This discussion by Barton and Fairhall does.
Some research by Glenys Holt which makes the link between maori mathematics education and ethnomathematics. (Just click okay and you will get the document - you do not have to sign in.)
Acquiring the Mathematics Register in Te Reo Maori
Màori and Mathematics: “Nà te mea he pai mò tò roro!” (Because it’s good for your brain!)
The role of language in mathematics (discussion drawn from the maori experience)
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