This blog will serve as a kind of repository for links to Adult Numeracy information. The blog will gradually be built up and each blog entry will be updated from time to time.
This blog will focus particularly on some of the theoretical orientations to Adult Maths Education. The reason being that either theoretical underpinning are often left out of the current "skills" discourse in New Zealand, or when theory is considered, it is often at a superficial level.
The blog will also look at issues around assessment (diagnostic, formative and summative). Although instruments are now being produced in Aotearoa New Zealand, the methods by which Adult Numeracy functioning is accurately assessed and evaluated are highly contested.
The contents of this blog:
Adult numeracy as a social practice
Algebra and adult numeracy
Assesssment -IALS and ALLS surveys
Assessing adult numeracy performance
Constructivist orientations
Definitional issues
Ethnomathematics
Identity issues
Language issues and bilingualism
Mathematics and philosophy
Maths anxiety
Numeracy in the workplace
Numeracy pedagogy (andragogy) in practice
Pedagogy and the progressions
Principles and practice
Policy issues
Quantitative reasoning
Relationship of Adult Numeracy to the numeracy project in schools
Reports
Research
Situated learning
Statistical literacy
Theory and practice
Transfer of skills
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Algebra and adult numeracy
The word "algebra" seems almost non-existent in New Zealand policy and reports documents on adult numeracy education. Astonishingly, the word is entirely absent from the learning progressions for adult numeracy. Why?
A possible reason might be that many of the people driving policy in adult numeracy in New Zealand lack a sound mathematical background. Their strength is in literacy, not numeracy. Of course the very word "algebra" can strike an anxiety attack for many.
However, the essence of algebra is the ability to see patterns and relationships, and then generalize. It is algebra (among other things) that makes mathematics and, dare I say, numeracy powerful. Without algebra, modernity could not exist.
This website discusses whether "informal algebra" should be on the "honest list" for adult numeracy.
Teachers Investigation Adult Numeracy or TIAN certianly do not overlook the issue of algebra in numeracy teaching. Take a look at this website and it's conceptualization of algebra.
This article discusses why algebra is a key component of adult numeracy education. It points to some of the pitfalls to avoid in teaching algebra and how it might be effectively taught to adult students. In particular, it warns of the dangers of staying at the procedural level when teaching algebra.
A possible reason might be that many of the people driving policy in adult numeracy in New Zealand lack a sound mathematical background. Their strength is in literacy, not numeracy. Of course the very word "algebra" can strike an anxiety attack for many.
However, the essence of algebra is the ability to see patterns and relationships, and then generalize. It is algebra (among other things) that makes mathematics and, dare I say, numeracy powerful. Without algebra, modernity could not exist.
This website discusses whether "informal algebra" should be on the "honest list" for adult numeracy.
Teachers Investigation Adult Numeracy or TIAN certianly do not overlook the issue of algebra in numeracy teaching. Take a look at this website and it's conceptualization of algebra.
This article discusses why algebra is a key component of adult numeracy education. It points to some of the pitfalls to avoid in teaching algebra and how it might be effectively taught to adult students. In particular, it warns of the dangers of staying at the procedural level when teaching algebra.
Principles and practice
In this article, Malcolm Swan examines some practical applications of pedagogical principles in school mathematics class rooms. How might some of these be adapted to adult numeracy contexts?
Jon Swain asks the question: "What is good practice in adult numeracy teaching?" in this short but worthwhile discussion.
Teachers Investigation Adult Numeracy or TIAN is an exciting project. Here is one of their lastest contributions to teacher practice in Adult Numeracy.
Jon Swain asks the question: "What is good practice in adult numeracy teaching?" in this short but worthwhile discussion.
Teachers Investigation Adult Numeracy or TIAN is an exciting project. Here is one of their lastest contributions to teacher practice in Adult Numeracy.
Theory and practice
James Stith (2001) endeavours to connect theory with practice in this short but useful article.
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