Proceedings ALM-3, Brighton, United Kingdom, 1996

Complete Proceedings (searchable pdf)


Diana Coben, Goldsmiths College, University of London, UK  iv

Abstracts of conference papers in Spanish translation   v

translated bv Juan Carlos Llórente


Women, mathematics and work   1

Mary Harris, Institute of Education, University of London, UK


Some reflections on adult numeracy  13

Dave Tout, Adult Basic Education Resource and Information Service (ARIS), Melbourne, Australia


Practitioners as researchers: conducting research where the rubber meets the road   17

Kathy Safford, St.Peter’s College, New Jersey, USA

Reading, writing and talking about mathematics 24

Roseanne Benn, University of Exeter, UK

Adult numeracy and its relations with academic and popular knowledge  30

Gelsa Knijnik, Universidade do Vale dos Sinos, Brazil

Piagetian clinical exploration: work-related activities

of building workers with little schooling  38

Juan Carlos Llórente, University of Helsinki, Finland

Mathematics life histories and common sense 56

Diana Coben , Goldsmiths College, University of London, UK

Adults’ experiences of learning and using maths in a second language  61

Dhamma Susan Colwell, Kings College, University of London , UK

Making a noise about maths: creating and using interactive adult maths and numeracy activities 69

Beth Marr, Royal Melbourne Institute of Technology, Australia

Assessing numeracy 2: the pilot phase   79

John O’Donoghue, University of Limerick, Rep. Ireland

Straight line graph – computer aided learning 93

Poppy Pickard, University of North London, UK

The Relearning Algebra project   101

Susan Elliott, Brian Hudson and Sylvia Johnson, Sheffield Hallam University, UK

Count me in!  112

Gill Hind, BBC Education, London, UK

Exploration and modelling in a university mathematics paper: perceptions of adult students                                                                                    117

Barbara J. Miller-Reilly, University of Auckland, New Zealand

Flexible maths at university   123

Poppy Pickard and Sybil Cock, University of North London, UK

Additional maths support in vocational courses  135

Caz Randall, Lewisham College, London, UK

Numeracy education to illiterate and semi-literate adults

in Adult Basic Education  144

Mieke van Groenestijn, Hogeschool van Utrecht, The Netherlands

The philosophy of adults learning mathematics and

Bloom’s taxonomy of educational objectives: an overview 149

Richards O. Angioma, Goldsmiths College, University of London, UK

The structure of the discipline of mathematics and its practical applications: two opposite orientations in mathematical education for adults 158

Jürgen Maafi and Wolfgang Schlôglmann, University ofLinz, Austria

Making meaning in maths. Adult Numeracy Teaching*. a course for teachers 166

Betty Johnston, University of Technology, Sydney, Australia, Beth Marr, Royal Melbourne Institute of Technology, Australia and Dave Tout, Adult Basic Education Resource and Information Service (ARIS), Melbourne, Australia

Numeracy staff development for basic skills tutors  172

Joy Joseph, South Bristol College, Bristol, UK

Mathematics in the vocational education and training sector: the professional development implications for teachers                                         183

Gail E. FitzSimons, Swinburne University of Technology, Australia

Content reform in primary and secondary school mathematics:

what’s in it for us?  193

Kathy Safford, St.Peter’s College, New Jersey, USA