ALM 20

2013 ALM 20  – University of South Wales, UK

Theme: Critical moments in adult mathematics

Proceedings ALM 20 15.3Mb

Table of Contents



Welcome plenary: Critical moments in the research practice of ALM Dr. Theresa Maguire (ALM Chair), Institute of Technology Tallaght, Dublin, Ireland

Keynote presentation 1: engaging critically with powerful numbers in public discourse Professor Mary Hamilton, University of Lancaster, England

Keynote presentation 2: more or less? Developing a critical pedagogy of adult numeracy Aileen Ackland, University of Aberdeen, Scotland

Keynote presentation 3: making real-life decisions: does logic help, or is it better to be rational?  Joan O’Hagan, Independent, Ireland

Keynote presentation 4: turning negative to positive: the challenge of essential numeracy for all Lynn Churchman, National Numeracy

Keynote presentation 5: An update on ‘action on adult maths’ Sue Southwood, National Institute Of Adult Continuing Education, England and Wales


More or less? Developing a critical pedagogy of adult numeracy * Aileen Ackland, University of Aberdeen, Scotland

Is the pragmatic approach and use of videos depicting family learning pedagogically justified?  Jackie Ashton, Learning Unlimited, London & Ann McDonnell, University of London, England

Construing mathematics-containing activities in adults’ workplace competences: Analysis of institutional and multimodal aspects * Lisa Björklund Boistrup, Stockholm University, Sweden & Lars Gustafsson,  Malmö University, Sweden

“I remember the whole board being full of different calculations and trying to make some sense of it.” The influence of significant moments in adult numeracy teachers’ own learning experiences on their teaching practice. * Carolyn Brooks, Anglia Ruskin University; Chelmsford and Cambridge, England

Beyond questionnaires – Exploring adult education teachers’ mathematical beliefs with pictures and interviews * Sonja Beeli-Zimmermann, University of Bern, Bern, Switzerland

Numbers talk – words count: Language policy and adult numeracy education in Wales and New Zealand * Diana Coben, University of Waikato, New Zealand & Barbara Miller-Reilly, University of Auckland, New Zealand

From standards-led to market-driven: A critical moment for adult numeracy teacher trainers * Martyn Edwards, Sheffield Hallam University

New PIAAC results: Care is needed in reading reports of international surveys * Jeff Evans, Middlesex University, London

Implications of social practice theory for the development of a numeracy programme for the Gusilay people group in Senegal * Elisabeth Gerger, SIL, Dakar, Senegal

Provoking mathematical thinking: Experiences of doing realistic mathematics tasks with adult numeracy teachers * Janette Gibney, University of South Wales, UK

Integrating real-world numeracy applications and modelling into vocational courses * Graham Hall, Coleg Meirion-Dwyfor, Dolgellau, UK

Using dialogue scenes with adult numeracy learners: Some exploratory data  Graham Griffiths, Institute of Education, London,

Counting or caring: Examining a nursing aide’s third eye using bourdieu’s concept of habitus * Maria C. Johansson, MALMö University, Sweden

Using mathematics autobiographies to help students identify critical moments important to their success P)0arcus E. Jorgensen, Utah Valley University, Orem, Utah, U.S.

Critical issues in adult numeracy practice – Contradictions and strategies * David Kaye, Learning Unlimited, Institute of Education

Learning maths at work: The research story so far Beth Kelly, Learning Unlimited and NIACE

Financial literacy competencies project: Reflecting on the resources, activities and outcomes David Kaye, Learning Unlimited, London, England & Beth Kelly, Institute of Education and Learning Unlimited, London, England

Teaching everyday maths and finance through open online learning: Some critical perspectives Beth Kelly, Learning Unlimited and Institute of Education, London, England; Ruth Moulton, Freelance, London, England; Rachel Stone, Sheffield Hallam University, Sheffield, England

A workplace contextualisation of mathematics: measuring workplace context complexity * – Knowing what you know, as distinct from what you do, can facilitate re-contextualisation for change John J. Keogh, The Institute of Technology Tallaght, Dublin, Ireland; Theresa Maguire, National Forum for the Enhancement of Teaching and Learning, Ballsbridge, Dublin, Ireland & John O’Donoghue, University of Limerick, Limerick, Ireland

Accreditation not aggravation Cath Moss, Monmouthshire Community Learning, Wales & Judith Archer, Agored Cymru, Wales

Using Greek and UK culture collaboratively to improve maths teaching and learning Evgenia Anagnostopoulou & Zaeed Mohammed, Kendal College, England

“Miss moneybags here”: Meaning and materials in mathematical learning Helen Oughton, University of Bolton, England

Teacher as researcher: Action research in the classroom Katherine Safford-Ramus, Saint Peter’s University, New Jersey, United States of America


Giving adult learners a ‘head start’: measuring the effect of a pre-university mathematics preparation course on adult learners’ self efficacy Lisa O’Keeffe, University Of Bedfordshire, England & Patrick Johnson, University Of Limerick, Ireland

Narrative learning transitions: Dialogues about mathematics learning with adult learners Javier Díez-Palomar, University Of Barcelona, Spain

Using fractals and chaos to develop deeper mathematical experience and identify implications for lesson planning David Tennant And A Group Of Students In Their Final Year Of A Secondary Maths Teacher Training Programme, University Of South Wales, Wales

Numeracy at work Anna Gustavsen and Tanya Aas, Vox, Norwegian Agency For Lifelong Learning, Oslo, Norway

A change of attitude? Exploring undergraduates’ perceptions of learning mathematics Karen Wicks, University Of Bedfordshire, England

Explaining why you’ll do your dough on commercial chance gambling: Activities for teaching about the mathematics of gambling loss Donald Smith, Sunshine House, Victoria, Australia

Proposing a project to explore numeracy practices for adult English language learners in the United States: What are key areas for consideration? Anestine Hector-Mason, American Institutes for Research, Washington DC, USA

A snapshot of the current use of technology in adult mathematics education in an Irish context Catherine Byrne, Theresa Maguire, John J Keogh, Institute of Technology Tallaght, Dublin and Professor John O’Donoghue, University of Limerick, Ireland

What’s new on BBC skillswise? Michael Rumbelow, BBC, UK

Using mobile technologies in family numeracy Karen Workman And Hilary Jones, Neath And Port Talbot College, Wales

A case study: Supporting a dyslexic/dyscalculic student in further education James Ruffell, Tower Hamlets College, London, England

Assessment through exhibition: an interactive display of work undertaken by groups of adult numeracy teachers aimed at engaging participants, promoting maths and supporting numeracy learning ‘in social context’ Jo Hitchings, Rachel Earp, Jayne Cleary, Karen Workman, Hilary Jones, Lisa Rinaldi, Jess Bowen, Lisa Openshaw, Rachel Bastone, Andrea Neve, and Susan Roden With Janette Gibney, Joanne Harris and Judith Archer From USW Wales.

GCSE enhancement programme – upskilling teachers to respond to policy changes in england Graham Griffiths, Learning Unlimited and Institute Of Education, London

Using digital technologies in the classroom Rachel Bastone and Kevin Lawrence, Ystrad Mynach College, Wales

From adult numeracy to functional skills: Experiences from an adult and community learning setting Helen Marsden and Bolaji Oluokun, Haringey Adult Learning Service, London, England

Topic group A: Critical moments in the research practice of alm Katherine Safford-Ramus, St Peter’s University, New Jersey, USA And David Kaye, Learning Unlimited, England

Topic group B: Maths and decision-making Joan O’Hagan, Ireland with Graham Griffiths, Institute Of Education and Learning Unlimited and Rachel Stone, Sheffield Hallam University, England


Numeracy in vocational learning Nuala Broderick, University of Manchester, England

USK prison education unit, Wales Andrea Neve,  USK Prison, Wales