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