Proceedings ALM-9, Uxbridge, London, United Kingdom, 2002
Complete Proceedings 2.22 Mb
Separate articles from the proceedings (searchable pdf)
Plenary Lectures
Adult learners of mathematics:
A look at Issues of Class and Culture………………………………………………………………. 13
Marta Civil
What do we know and what do we need to know?
Researching adult numeracy……………………………………………………………………………. 24
Diana Coben
Mathematics or Numeracy: Does it really matter?………………………………………………. 34
John O’Donoghue
Using mathematics in the workplace: is the
‘knowledge society’ for real?………………………………………………………………………….. 44
Alison Wolf
Topic & Discussion Groups
Topic group A: Developing a theoretical framework
on adult learning and teaching
Convenors: Kathy Safford & Juergen Maasz
Tine Wedege………………………………………………………………………………………………….. 46
Juergen Maasz………………………………………………………………………………………………. 48
Kathy Safford………………………………………………………………………………………………… 51
Topic group B: Mathematics education for the workplace
Convenor: Lisbeth Lindberg……………………………………………………………………………. 55
Jaine Chisholm-Caunt……………………………………………………………………………………. 57
Topic group C: Affective factors in
adult mathematics learning
Convenors: Wolfgang Schlöglmann & Jeff Evans
Wolfgang Schlöglmann…………………………………………………………………………………… 61
Discussion group: Professional Development…………………………………………………….. 66
Facilitators: Terry Maguire and Lena Lindenskov
Papers, Workshops & Poster Presentation
Research Methods and Questions
Adult problem solving and commonsense…………………………………………………………. 70
Noel Colleran, John O’Donoghue & Eamonn Murphy
Mathematics done by adults portrayed as
a cultural object in advertising and in film………………………………………………………… 82
Jeff Evans
Algorithms and the 2002 National Baseline
Survey of Numeracy………………………………………………………………………………………. 93
John Gillespie
Defining Numeracy……………………………………………………………………………………… 102
David Kaye
Policies and pedagogies for lifelong numeracy (PPLN)
An International Collaborative Project……………………………………………………………. 107
Terry Maguire, Betty Johnson & Keiko Yasukawa
Self-System Processes and Affect in Learning Mathematics……………………………… 116
Marja-Liisa Malmivuori
Research-based Practices: A Summary of
Findings from American Doctoral Dissertations 1980-2002 ……………………………… 124
Kathy Safford
Sharing Our Bibliographies: Books That Lead,
Push and Inspire Us to Better Practice……………………………………………………………. 139
Kathy Safford
Education in Mathematics for Adults Today…………………………………………………… 143
Wolfgang Schlöglmann
Teaching Strategies and Methods
Pilot Research……………………………………………………………………………………………… 151
Richards Angiama
Art and Math………………………………………………………………………………………………. 159
Eigil Peter Hansen
Risks – Do the mathematical materials available
to our students enable learning? How could we
make them more effective?……………………………………………………………………………. 165
Pat Healy
Numeracy at the Workplace………………………………………………………………………….. 166
Ben Hermeler
Changing Faces of Adult Literacy, Numeracy and ESOL:
A Critical History of Policy and Practice 1970-2000………………………………………… 171
Yvonne Hillier
Modelling Workshop: Which is my Favourite Phone Tariff?…………………………….. 174
Juergen Maasz & Wolfgang Schlöglmann
Communication & Power……………………………………………………………………………… 181
Kate Newman
Thinking and writing about maths activities:
a student’s perspective………………………………………………………………………………….. 189
Caz Randall
Sharing IT Experiences in the Delivery and
Support for Numeracy Practitioners……………………………………………………………….. 190
Valerie Seabright
Policy and Curriculum Initiatives
The importance of adequate Teacher Training
for teachers of adult Numeracy……………………………………………………………………… 193
Tiggy Ayoub
Consultation Research in Adult Numeracy……………………………………………………… 195
Ruth Polkinghorne
Reflection on the New Adult Numeracy Curriculum England…………………………… 203
Dhamma Colwell
Why Teach Numeracy to Adults?………………………………………………………………….. 204
Lene Østergaard Johansen
Opportunities and Risks in Exchange Across Borders………………………………………. 214
Lena Lindenskov & Ben Hermeler
Lifelong Education an Organising Principle for
Policy Development – an Opportunity?………………………………………………………….. 221
Terry Maguire & John O’Donoghue
The differences between competence testing and
diagnosing the underlying reasons for the problems
some students have with mathematics…………………………………………………………….. 230
Jan Nankler
The Education and the Final Examination Must
be a Single Coherent Unit……………………………………………………………………………… 231
Per Odergaard
Is your college ready to provide a numeracy based
Human Rights Education Curriculum?……………………………………………………………. 235
Tracy Part