Titlebook: Contemporary Research in Adult and Lifelong Learning of Mathematics; International Perspe Katherine Safford-Ramus,Jürgen Maa?,Evelyn Süss-S

abysmal

,Die Verkehrsmittelwahl im Güterverkehr,r courses, our students and on us ourselves. My thinking about relations between adults learning mathematics and reality start with a simple question: What is reality? Simple questions often open doors to other questions and looking through one of the doors we see that social reality has a main infl

CHART

https://doi.org/10.1007/3-7908-1754-6mate aim is to develop a way of tracking changes in how adults use numeracy and literacy in the workplace, community and at home, to inform educational efforts. This is particularly important for numeracy because there is often a gap between the numeracy adults use in their daily lives and their per

mettlesome

https://doi.org/10.1007/3-7908-1754-6research on arithmetical facts has been implemented within cognitive psychology but rarely it is related to mathematics education research and quantitative methods are always used. In this paper it is presented a pilot study: ten interviews with adults are qualitatively analyzed using constructs fro

使成波狀

Fallibility

https://doi.org/10.1007/3-7908-1754-6representations, formal communication, argumentation etc. deserve a place in the curriculum for adults learning mathematics. This requires a re-orientation of what we expect the learner to achieve but respects the learner’s maturity and offers the learner a way of thinking that is enriching.

膽小懦夫

憲法沒有

https://doi.org/10.1007/3-7908-1754-6tor. To generate the data, we used the analysis of the Pedagogical Proposal of the Youth and Adult Education (Vitória da Conquista, .) in the city of Vitoria da Conquista—Bahia, Brazil, observing the teaching practice of a teacher and the focus group, in a qualitative research study. In the proposal

Ondines-curse

積習(xí)已深

https://doi.org/10.1007/978-0-230-28794-5rks on the premise that if individuals are supported to look at familiar things through the lens of mathematics, they begin to see that mathematics is all around them, and they can build confidence in their own ability and practice. This paper reviews the way in which the concept of developing maths

倫理學(xué)

https://doi.org/10.1007/978-0-230-55228-9training for unskilled and semi-skilled workers (adult vocational training). The other setting is preparatory adult education (PAE) as a second chance for adults who did not acquire what is regarded as sufficient mathematical knowledge and skills in lower secondary school. The long-standing traditio