ALM 5 – ALM

Proceedings ALM-5, Utrecht, the Netherlands, 1998

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