ALM 2020/21 Virtual Seminar Series
ALM is planning to run a series of virtual seminars and events over the coming year.
Further planned Virtual Seminars include:
|Lead Speaker||Country||Title of seminar||Planned dates|
|5||Peter Liljedahl||Canada (Vancouver)||Numeracy vs. Numberacy
Book a place at this Virtual Seminar
|1st February 2021, 19:00 UTC|
|6||Marta Civil||USA (Arizona)||“We also think and solve problems”: Mathematical conversations with immigrant adults
Book a place at this Virtual Seminar
|25th February 2021, 19:00 UTC|
|7||Kees Hoogland & Javier Díez-Palomar||The Netherlands and Spain||Building a Common European Numeracy Framework (CENF)
Book a place at this Virtual Seminar
This webinar is also an international multiplier event of the Erasmus+ project CENF.
|18th March 2021, 19:00 UTC|
See this page for access to registration: Overview Virtual Seminars
Dr. Peter Liljedahl is a Professor of Mathematics Education in the Faculty of Education at Simon Fraser University in Vancouver, Canada. He is the former president of the International Group for the Psychology of Mathematics Education (PME), the current president of the Canadian Mathematics Education Study Group (CMESG), senior editor for the International Journal of Science and Mathematics Education (IJSME), on the editorial boards of ESM, JMTE, MERJ, MTL, CJSMTE, and a member of the NCTM Research Committee. Peter is a former high school mathematics teacher who has kept his research interest and activities close to the classroom. He consults regularly with teachers, schools, school districts, and ministries of education on issues of teaching and learning, assessment, and numeracy.
Dr Linda Marie Ahl is a teacher and a researcher. She teaches upper secondary mathematics courses to adults enrolled in the Swedish prison education program. She has a wide range of research interests including: individualized instruction, the implementation of research findings in mathematics education, progress of conceptual fields, mathematical reasoning, mathematical communication, and design of classroom teaching.
Individualized Mathematics Instruction for Adults
The Prison Education Context
Linda Marie Ahl
Linda will describe her research into individualized instruction of mathematics in the Swedish prison education system. Her approach tailors content, technology and pace to each student’s ability and interest, which presents a challenge for adult educators. Adult mathematics students may each have a different prior knowledge of mathematics, as well as negative affective feelings and mathematics anxiety. Their rationale and motivation to study mathematics may also vary, including: a wish to achieve certification, to overcome previous negative learning experiences, or other personal reasons.
Her thesis aims show how to organize individual mathematics instruction for adult students without certification, to give them an opportunity progress and reach their goals.
Linda undertook four case studies in the Swedish prison education system and the methods were:
- the development and evaluation of a student’s test of prior knowledge on proportional reasoning
- interviews focusing on a student’s rationales for learning
- a retrospective analysis of events in relation to feedback situations
- an analysis of a common student error in relation to the role of language representation as a signifier for triggering students’ understanding.
She used the results to create a Model for Individualized Mathematics Instruction of Adults, MIMIA, in the Swedish prison education programme.
The third virtual seminar “The Use of Statistics: what can a numerate citizen learn from the Covid-19 pandemic?”
took place on 19th November 2020
• What is happening with Covid-19 in my country now?
• How is it changing, and how fast?
• How does this country compare with other countries?
• What can we learn from the data so far, e.g. about explanations?
During the talk we will use one of the available sources of data to begin to answer our questions and will also consider some of the pitfalls in following developments with Covid-19. We will also offer some pointers for understanding data (characteristics, sources, …) across many fields.
The second virtual seminar “Numerate environments in a changing world“
took place on 29th October 2020 (30th October in Australia !)
Abstract/session description: How are adults’ demands and opportunities to learn and develop numeracy being transformed through some of the profound changes facing people around the world? In this presentation, I consider climate change and precarious employment as two examples of changes affecting people in a range of different contexts, and examine what these contexts afford for numeracy learning and development. To provide a lens for this study I draw on the construct of the numerate environment that Jeff Evans, David Mallows and I have been developing over the last few years. While popular discourses use results of large-scale assessments to legitimate deficit narratives about individual’s numeracy abilities, the numerate environment shifts the gaze from the individual to their environment. In doing so, we can gain a more nuanced understanding of the kinds of numeracy practices that are demanded of individuals to negotiate life in this environment, and what opportunities and supports are available for learning and development and how these are distributed in the environment.
The first virtual seminar “Adults Learning Maths in the lockdown”
Merrilyn is Professor of STEM Education and Director of EPI*STEM, the National Centre for STEM Education, at the University of Limerick, Ireland. Before taking up this position she worked for 25 years at The University of Queensland, Australia.
Lost and found: How the pandemic is affecting mathematics education research
Much mathematics education research is conducted in schools or other education settings. And education researchers nurture their creativity and collaborations by attending conferences in their own countries or abroad. But the pandemic has put a stop to these activities, at least in their usual formats. I will share stories of what has been lost, but also of ways we have found to “keep going” with our research so that we can continue to reach out to teachers and learners.
Dave teaches Mathematics, IT, Bookkeeping and Beekeeping in Crumlin Youthreach, an education, training and work programme for early school leavers aged 15-20 years of age. Part of City of Dublin Education Training Board (CDETB) service. Dave delivers Continuing Professional Development (CPD) to teachers on Technology Enhanced Learning (TEL). He is a mentor on Technology Enhanced Learning Mentoring Support (TELMS), a pan-European Erasmus+ project.
Dave will speak on how he taught Mathematics using Technology Enhanced Learning (TEL) during the lockdown, and his use of platforms like Nearpod, Edpuzzle, Kahoots and YouTube. Dave has offered ALM links to his material in advance of the seminar.
Reginald worked in industry for 28 years in a variety of IT roles including management and training. This was followed by 8 years teaching ICT to adults in a learning centre, Gingerbread (the lone parents’ charity) and North West Regional College (NRWC), a further education and higher education college in Northern Ireland. For the last 12 years Reggie has been teaching numeracy and mathematics in HMP Maghaberry, near Lisburn in Northern Ireland.
The challenges and advantages of teaching mathematics during lockdown, learner engagement and motivation as well as student reactions and responses.
Graham Griffiths is a Lecturer in Education at the UCL Institute of Education, London, England. He is responsible for the Post 16 teacher education programmes including one for mathematics and numeracy. Graham has worked in education for 30 years and has contributed and led a range of national projects in the UK. He is a trustee for the Joint Mathematical Council of the UK.
Lockdown presented a number of challenges to teacher education. Like most education we have our own teaching to deal with and moving online was a challenge for us. A bigger issue was the development of teaching practice when face-to-face sessions were restricted, along with the assessed work that went in parallel with this practice. I can feedback on national and local guidance.
Jackie Gorman Is CEO of Midland Science, a family learning organisation, which applies theories of science capital to informal learning through recreational activities. She has over 25 years experience in local development. She also has worked in West Africa on issues relating to fair trade and tourism from 1998 to 2001. She is a graduate of Athlone Institute of Technology, National University of Ireland, Galway and Dublin City University with qualifications in business and community development.
We are committed to a science capital approach – engaging students with science and maths and promoting social justice.We could not engage in our regular programmes during lockdown and so developed Youtube videos in place of face to face contact. We now have 4 Mathematical Moments videos pitched at adults/older children (History of place value, and Fibonnaci ) and 2 are aimed at parents/younger children (pictures books with mathematically focused questioning).