ALM 5

Proceedings ALM-5, Utrecht, the Netherlands, 1998

Complete Proceedings (searchable pdf) 9

Separate articles from the proceedings (searchable pdf)

Preface + content
Mieke van Groenestijn, Hogeschool van Utrecht, the Netherlands
John O’Donoghue, University of Limerick, Ireland1
1
Nummeracy Eduaction and Empowerment: Research challenges
Iddo Gal, University of Haifa, Israel
9
Everyday Mathematics and Adult Mathematics Education
Analucia Schliemann, Tufts University, Medford, MA, USA
20
Adult Numeracy: an International Comparison
Stan Jones (Statistics Canada, Canada)Willem Houtkoop, Max Goote Kenniscentrum, The Netherlands
32
Key principes for designing effective South African Inset curricula
Hugh Glover, University of Port Elizabeth, South Africa
41
Understanding graphs in Adult Mathematics Education
Esther Leonelli, Community Learning Center, Cambridge, MA, USA
Tom Macdonald, Family College, Cambridge, MA, USA
Ricardo Nemirovsky, TERC, Cambridge, MA, USA
Analucia Schliemann, Tufts University, Medford, MA, USA
Mary Jane Schmitt, Harvard University, Cambridge, MA, USA
Janet Sebell, Brid, Bridgewater State College, USA
47
ALM as a community of practice and research
Roseanne Benn, University of Exeter, UKJuergen Maasz, University of Linz, Austria
Tine Wedege, Roskilde University, Kopenhagen, Denmarkgewater State College, USA
54
Count on me
Wim Matthijsse, National Center for Innovation, Research and Development for Adult Education, Den Bosch, The Netherlands
64
Virtual mathematics workshop
Harrie Sormani, National Center for Innovation, Research and Development for Adult Education, Den Bosch, The Netherlands
68
Teaching and Learning Mathematics through art: A multicultural approach
Eliana Maria Guedes, Regina Maria Zandonadi, Diomar Cesar Lobão, University of Taubaté, Unitau – Brazil
71
Adult Maths and Everyday Life: Building Bridges, Facilitating ‘Transfer’
Jeff Evans, Mathematics & Statistics Group, Middlesex University, UK
77
Getting at Adult Basic Education Students’ Sturdy Strategies: a Pilot Study
Mary Jane Schmitt, Harvard University, Cambridge, MA, USA
85
Developing the concepts of Multiply and Divide
Ruth Polkingborne, Bath, UK
92
Who is an Adult? How does the definition affect our practice?
Kathy Safford, St. Peter’s College, New Jersey, USA
96
The roles of feelings and logic and their interaction in the solution of everyday problems
Dhamma Colwell, King’s College, University of London, UK
103
Useful mathematics for (technical) vocational education
Henk van der Kooij, Freudenthal Institute, Utrecht, The Netherlands
115
Mathematics, class and lifelong learning
Roseanne Benn, University of Exeter, UK
124
The practice of Independent Learning in Adult Basic Education
Mieke de Laat, Simone van Duin, Frank Haacke, Riny Beckers, Nettie van Leek, Regional Center for Adult Education, Eindhoven, The Netherlands
129
Whose Numeracy?
Dhamma Colwell, King’s College, University of London, UKJanet Duffin, University of Hull, UKSue Elliott, Sheffield Hallam University, Sheffield, UK
132
A Numeracy Curriculum
Dave Tout en Beth Marr, Language Australia Victoria, Australia
145
Foundation Maths and Portfolio Assessment: an Irish Experience
Noel Conneran, City of Limerick Vocational Education Committee, IrelandJohn O’Donoghue, University of Limerick, Ireland
158
Learning to learn other people’s knowledge – acquiring self-sufficiency in a math classroom
Brian G. Cann, University of Maryland, Heidelberg, Germany
169
Can skills acquired by learning mathematics be used in learning other topics?
Bert Imandt, Regional Center for Adult Education, Rotterdam, The Netherlands
175
A democratic classroom, but who speaks ‘loudest’?
Alison Tomlin, King’s College, University of London, UK
178
Application of Number in Vocational Training
David Kaye, City of Westminster College, London, UK
185
The effect of gender and fluency in English on the mathematical confidence and achievement in a realistic mathematics course
Barbara Miller, University of Auckland, New Zealand
190
On the Relationship between cognitive and affective components of learning mathematics
Wolfgang    Schlöglmann, University of Linz, Austria
198
Common sense or good sense? Ethnomathematics and the Prospect for a Gramscian Politics of Adults’ Mathematics Education
Diana Coben, Goldsmiths College, University of London, London, UK
204
Teaching mathematics across the undergraduate curriculum:an investigation into how specialist and non-specialist teachers of mathematics explain successful teaching experiences, and how difficulties in teaching mathematics are perceived
Pat Drake, University of Sussex Institute of Education, Falmer, Brighton, UK
210
Parents as resources for Mathematical Instruction
Marta Civil and Rose Andrade, University of Arizona, USA
216
Building Maths Bridges
Janet Taylor, Marilyn Dorman and Joan MohrUniversity of Southern Queensland, Toowoomba, Queensland, Australia 4350
223
Maths as Part of Lifelong Learning
Sylvia Johnson, Sheffield Hallam University, Sheffield, UK
229
Abstract of all papers in Spanish
Translation of original abstracts by Department of Languages and Cultural Studies, University of Limerick, Limerick, Ireland
233