ALM 2

Proceedings ALM-2, Exeter, United Kingdom, 1995

Complete Proceedings (searchable pdf) 6,8 Mb
Separate articles from the proceedings (searchable pdf)  (available soon)
PrefaceDiana Coben, Department of Educational Studies, Goldsmith’s College, University of London, UK
I Keynote AddressImages of Mathematics, Values and Gender: A Philosophical PerspectivePaul Ernest, School of Education, University of Exeter, UK
II Adults Learning Mathematics in ContextMathematics in the Danish Adult Education System 16
Tine Wedege, Directorate General for Employment, Placement andVocational Training, Copenhagen, and lMFUFA, Roskilde University, DenmarkThe Education of Adults in Britain 17
Sybil Cock, Centre for Higher Education and Access Development, University of North London, UK
III Conference Papers
Mathematics: Certainty in an Uncertain World? Roseanne Benn, University of Exeter, UK 20
Adults Learn Maths – Some Results of Our Research 26
Jürgen Maasz and Wolfgang Schloglmann, Institut für Mathematik, University ofLinz, AustriaThe ABE Math Standards Project: Adapting the NCTM Adult Education Environments 32
Mary Jane Schmitt, Adult and Community Learning Services, Massachusetts Department of Education, USAResearching Mathematics Life Histories: A Case Study 39
Diana Coben, Department ofEducational Studies, Goldsmiths College, University of London, London, UK and Gillian Thumpston, Essex Development and Advisory Service, UK
Mathematics in Women’s Work: Making it VisibleMary Harris, Department of Mathematics, Statistics and Computing, Institute of Education, University of London, UK
Knitting Tensions: The Prescriptive Versus the VisualSandy Black, School of Design: Fashion Textiles, University of Brighton, UK
Technological Competence and Mathematics 53
Tine Wedege, Directorate General for Employment, Placement andVocational Training, Copenhagen, andlMFUFA, Roskilde University, Denmark MACS – A Model for University-wide Mathematics Support 60
Adrian Simpson and Janet Duffin, School of Mathematics, University of Hull, (Student-centred Maths in Higher Education)
Why is it So Hard to Find? 65
Sybil Cock, Centre for Higher Education and Access Development, University of North London, UK
Tutors and Students Muddling Through Together: Why Do Two Minuses Make a Plus?
Joan O’Hagan Fircroft College of Adult Education, Birmingham, UKAlgebra for Adults: The Students’ Voices 88
Kathy Safford, Rutgers University, New Jersey, USATalking About Algebra 92
Sylvia Johnson and Sue Elliott, Sheffield Hallam University, Sheffield, UKTrying to Understand Their Thinking 99
Janet Dufpn and Adrian Simpson, School of Mathematics, University of Hull, UKAssessing Numeracy 105
John O ‘Donoghue, Department of Mathematics and Statistics, University of Limerick, IrelandDo Patients Count? Learning Maths in a Special Hospital 112
Ann Elsy, Acorn Education Centre, Rampton Hospital, Retford, Nottinghamshire, UKUsing Reflective Journals in Numeracy Classes 117
Ian Beveridge, University of Luton, UKWriting in a Basic Maths Group 119
Alison Tomlin, Lambeth Community Education, London, UK
Teaching Adult Students Mathematical Investigation and The Hand Shakes Investigation
Richards Angioma, Continuing and Community Education, Goldsmiths College, University of London, UK
What’s the Difference Between a Puzzle and a Maths Question?Robert Eastaway, freelance lecturer, London, UK
A Workshop Session Presenting a Game “Perfect Times”
Providing a Possible Answer for Adults to Learn Mastery ofMultiplication Tables and a Positive Learning Experience 1 ’56
Wendy Fortescue-Hubbard, School of Mathematics and Statistics, University of Plymouth, UK