Proceedings ALM-3, Brighton, United Kingdom, 1996
Complete Proceedings (searchable pdf)
Preface
Diana Coben, Goldsmiths College, University of London, UK iv
Abstracts of conference papers in Spanish translation v
translated bv Juan Carlos Llórente
I KEYNOTE ADDRESS
Women, mathematics and work 1
Mary Harris, Institute of Education, University of London, UK
II ADULTS LEARNING MATHEMATICS IN CONTEXT
Some reflections on adult numeracy 13
Dave Tout, Adult Basic Education Resource and Information Service (ARIS), Melbourne, Australia
III CONFERENCE PAPERS
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