eric.ed.gov har udgivet: In the Adult Multiple Intelligences (AMI) study, 10 teachers of adults from the northeastern region of the United States explored for 18 months the ways that multiple intelligences (MI) theory could support instruction and assessment in various adult learning contexts. The results of this research were published in a book by Julie Viens called MI Grows Up. Two themes identified in the book, MI reflections and MI-inspired instruction, relate specifically to math instruction for adult learners. MI reflections focuses on ways to teach about MI theory and how to use it as a tool for student self-reflection and self-understanding. By creating AMI profiles for adult learners in an adult secondary education class, the researcher had success helping the learners identify the intelligences of problems or questions and… Continue Reading →
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eric.ed.gov har udgivet: In adult education, algebraic thinking can be a sense-making tool that introduces coherence among mathematical concepts for those who previously have had trouble learning math. Further, a modeling approach to algebra connects mathematics and the real world, demonstrating the usefulness of math to those who have seen it as just an academic exercise. This paper recommends two significant and necessary changes in the concept of algebra and the ways the authors approach it in education: a shift from thinking of algebra as one course to thinking of it as a content strand integrated into arithmetic instruction and a shift from thinking of algebra as merely manipulation skills to thinking of it as a means of representing and analyzing real situations. This fresh look at algebra and mathematics… Continue Reading →
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eric.ed.gov har udgivet: This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that “realistic” tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which “procedural” and “conceptual” thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their “real worlds” and “maths worlds” with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success. Link til kilde
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract The learning conceptions and priorities of adult learners in higher education institutions (HEIs) are essential to explicating the meaning adults make to teaching and learning processes as well as their knowledge and skills development. Through knowledge formulation, comprehension and reflection of what they learn, adult learners develop a mental framework of their learning engagement and experiences which are also relevant to their personal and career development. Using a mixed method of gathering and analysing data, a survey was carried out among vocational engineering adult learners (n = 200) while focus group discussions were organised for students (n = 27) from the same population. The result showed that teaching and learning methods as well as the relationship between adult learners’ core technical knowledge… Continue Reading →
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eric.ed.gov har udgivet: Case study research suggests that NLP [neuro-linguistic programming] influencing strategies benefit teacher effectiveness. Maths pedagogy involving higher-order questioning, challenge, problem solving and collaborative working may be a way of improving attainment in adult numeracy learning, however, such strategies may be less effective if the relationship between teacher and learner does not reflect sensitivity to attitudes, beliefs and emotions (areas in which advocates of NLP claim effectiveness). The present study investigated these claims and the combined effect of such approaches using a pre- and post-treatment test design with 173 adult numeracy learners. Teachers were randomly allocated to three conditions, these were: (1) teachers given no training (control condition); (2) teachers trained in innovative maths pedagogy (including more frequent higher-order questioning, challenge, problem solving and collaborative learning); and (3)… Continue Reading →
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eric.ed.gov har udgivet: This pilot case study of two teachers and their learner groups from Adult and Community settings, investigates how numeracy teachers, working with adult learners in discrete numeracy classes, motivate and enable learners to build on their informal skills and apply new learning to their own real-life contexts. Teachers used a range of abstract and contextualised activities to achieve this. Similarities and differences between teachers’ approaches were analysed using a Context Continuum model. Whether teachers started with real-life situations then moved to the abstract mathematics within them, or approached it the other way around seemed less important than ensuring there was movement back and/or forth between the different discourses of numeracy and mathematics. Link til kilde
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