ALM26 Conference

Adults Learning Mathematics 26 – Math in a Digital Age

Proceedings ALM26

The 26th international conference of Adults Learning Mathematics – A Research Forum (ALM 26) was held
in Lund, Sweden. The conference was organized by ALM together with NCM (National Center of Mathematics) and ViS (Adult Education in Cooperation, Sweden), and was funded by Euro Finans and the community of Lund. The
conference was spread over three days. The conference was attended by approximately 70 researchers, practitioners and policymakers, from 15 countries (Australia, Canada, the Czech Republic, Denmark, Greece, Germany, Ireland, Japan, the Netherlands, Norway, South Korea, Sweden, Switzerland, the United Kingdom and the United States of America).

The main theme of the conference was ‘Maths in a Digital Age.’ This was not only the theme connecting
the contributions but also the emphasis put on communication within the Conference. Participants were
guided through the use of a conference padlet and flip grid at the opening session by Charlotte Arkenback-Sundström. The conference encouraged a range of creative and dedicated speakers to present a series of parallel sessions throughout the conference. These proceedings present those sessions in short papers, lightly edited but not peer-reviewed.



Bridge between Denmark & Sweden
Lund University
The Cathedral of Lund

Presentations that are available

Key-note presentations

    • Andreas Fejes – Adult education and individualised teaching and learning: Some notes from Sweden
    • Ola Helenius – Digital learning resources in mathematics teaching. What does research say?
    • Kees Hoogland – Adult numeracy practices in the 21st century: imperative implications for education => pdf

Presentations

    • Ahl and Helenius:  Using students’ rationales for learning to individualize instruction => pdf

    • Burazin and Lovric: Students and Teachers Learning to Code: Two Worlds, or One? => pdf

    • Burazin, Gula and Lovric: Adults Learning About Probability and Risk in HealthRelated Contexts: Creating an Online Learning Instrument => pdf

    • Dalby and Noyes: Using digital technology in mathematics teaching within English vocational education => pdf

    • Diana Coben: Mathematics at Work: Interdisciplinary translational research in Healthcare Numeracy => pdf

    • Diana Coben: Numeracy as a UN Sustainable Development Goal: Some personal reflections on what this may mean for adults learning and using mathematics in a Digital Age and for their educators => pdf

    • Evans and Kelly: The union learning and the Numerate Environment => pdf

    • Gula and Lovric: Digitizing the Learning of Numeracy… a report from the trenches of the Health Numeracy Project => pdf

    • Heilmann: Numeracy in Situations of Vulnerability. Emancipating Numeracy Practices in Situations of Over-Indebtedness, Living with Learning Difficulties and in Older Age => pdf

    • Jarlskog: The Art of Looking at Public Art and Architecture with Mathematical Eyes => pdf

    • Jorgensen: Ten Digital-Age Decisions for Teachers of Adults Learning Mathematics => pdf

    • Kontogianni and Emvalotis: Exploring pre-service teachers’ attitudes towards statistics: preliminary results => pdf

    • Lee and Ko: Development of Questionnaire about Demand of Parents for Mathematical Education to Harmonize family and generation of future era => pdf

    • Lindenskov: Democratic access to digital information => pdf

    • Nisar: Effective use of digital skills in adult mathematics teachinga practitioner’s view => pdf

    • Safford-Ramus: Getting started with OER: a guide to finding, reviewing, and creating=> pdf

    • Speer: Combining Computer Adaptive and Persistence Software for Motivation and Placement of Adult Students in Gateway College Math=> pdf

    • Trenholm, Nichols, Leach and Jones: Adult numeracy demands of digitised health information=> pdf

    • Watanabe: “Out School” Mathematics Learning => pdf

    • Zimmerman: Using Digital Video to Explore the Details of Student Talk in the Adult Mathematics Classroom=> pdf

 

Workshops

  • Alshami and Uddin: Impact of Virtual Reality (VR) and Augmented Reality (AR) on teachers delivering mathematics in further education=> pdf

  • Anagnostopoulou and Olivotos: The Red Circle project: How mathematics can be embedded in online gaming quests for enhancing learning and teaching => pdf

  • Bos and Franken: Make Your Own Escape Room => ppt  pdf

  • Franken: Presentation of the winners of the BVMBO contest “Best Math Idea 2019”=> pdf

  • Hoogland and Diez-Palomar: Brainstorming on a Numeracy Framework into the 21st century => pdf

  • Kelly and Evans: Trade Union Learning and the Numerate Environment  => pdf

Posters

  • Aas: E-learning – different ways of learning numeracy => pdf

  • Jarlskog: “Math-Art Walks” – The Art of Looking at Public Art and Architecture with Mathematical Eyes => pdf

  • Jorgensen: Reflections on Using a Digital Collaborative Classroom to Teach Mathematics to Adults => pdf

 

Math in a Digital Age

The ALM26 Theme is ‘Math in a Digital Age’ however, ALM welcomes contributions from the broad range of adult mathematics research and practice. 

Learning has been influenced by technology at least since the prehistoric time when humans started to create cave paintings to communicate information. What separates digital systems from the previous technologies of writing, painting, photo, film and audio recording is that they are interactive. Learning takes place in a technology-enabled world of internet networks, websites and mobile devices in and out of the classroom. A new era of learning and communicating mathematics is emerging giving rise to questions within the field of adult learning mathematics. 

  • How do digital technologies influence mathematical learning? 
  • Do our current mathematical teaching and learning practises benefit from this technology? 
  • How do digital technologies affect ways of understanding mathematics?
  • What significance does new technology have in older learners’ learning process?

The conference particularly welcomes contributions on technology-enhanced learning within adult mathematics education, for example programming, mobile-learning, e-learning, computer-collaborative learning, e-assessment for learning, teaching with digital technologies or math in a digitalised workplace. 

Here are some links which may be of interest in relation to the upcoming conference:

Trends Shaping Education 2019 (OECD)

Mathematics epistemology in the digital age

Mathematics lecturing in the digital age

The 21st century digital workplace makes mathematics inescapable

The Potential and Challenges for Mathematics Teaching and Learning in the Digital Age

Teaching and Learning Mathematics in the Digital Era: Challenges and Perspectives

Teaching To The Analog Brain In The Digital World: Valerie Faulkner at TEDxNCSU

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Conference Program and Practical Information

Conference program and practical information ALM26

Plenary speakers

Andreas Fejes – Adult education and individualised teaching and learning: Some notes from Sweden

Andreas Fejes is professor and chair of adult education research at Linköping University in Sweden where he directs one of the largest research groups on adult education in the world. His current research interests concern issues regarding citizenship, migration and learning; market orientation of adult education and its consequences; and research on the adult education research field itself. He is one of the founding editors the the European Journal for Research on the Education and Learning of Adults and he is on the editorial board of several key adult education journals. Andreas Fejes has published extensively, and some of his recent books are ”Mapping the field of adult education and learning research” (2019 – edited together with E. Nylander on Springer), Neoliberalism and market forces in education (2019 – edited together with M. Dahlstedt on Routledge), and “Adult education and the formation of citizens: A critical interrogation” (2018 – with M. Dahlstedt, M. Olson and F. Sandberg on Routledge).
Ola Helenius – Digital learning resources in mathematics teaching. What does research say?
Digital resources for learning mathematics are often presented as ”the future” or ”promising” but equally often as ”detrimental” or even ”dangerous”. In this talk I present the results of a systematic literature review of digital resources designed to enhance students knowledge in mathematics. The results from the review both includes a categorisation of different types of digital resources as well as a description of what measured effects on mathematics learning the different  resources lead to, according to systematic studies. I will also discuss the quality of research in this area in general, as well as how research methods and the type of mathematical content that is targeted can influence the effects shown by the studies.
Ola Helenius is a researcher and a designer of mathematics teaching models and competence development at the National Center for Mathematics Education, University of Gothenburg, Sweden. His main research interests includes preschool mathematics and its teaching, effects of competence development and epistemology of mathematical concepts. Some of his research concerns adults learning mathematics in the context of prison education.
Kees Hoogland – Adult numeracy practices in the 21st century: imperative implications for education

Considering Numeracy a s a social practice seems to be the most promising way forward to battle low numeracy and empower adults with a broad and effective repertoire of numerate behaviour to cope with situations in work and daily life. I will try to make the case that numerate behaviour is to a larger extent driven by psychological and sociological factors than cognitive factors.  If we take that as assumption the implications for numeracy curricula, numeracy frameworks, and the content and approaches in numeracy education are huge. I will take the developing of a Common European Numeracy Framework, as is pursued in a new EU Erasmus+ project,  as a case to sketch the implications of such assumption.

Kees Hoogland is associate professor in mathematics and numeracy education at the University of Applied Sciences Utrecht in The Netherlands. Kees has worked as mathematics teacher, teacher educator, researcher, textbook author, journal editor, and CEO. He was active as consultant on mathematics and numeracy education in Belarus, Dutch Antilles, Greece, Indonesia, South Africa, Surinam, and Mexico. He is the designer of ffLerenRekenen, state-of-the-art blended learning materials for adult numeracy. He is active as member of the OECD Numeracy Expert Group and project leader of the Erasmus+ project Common European Numeracy Framework.

Paper submission

Call for proposals

Guidance on the submission of a proposal for a contribution to ALM

ALM26 Submission of Proposal (pdf)
ALM26 Submission of Proposal (docx)

almij-template-authors-nov2006

To be scheduled as presenter after acceptance of your submission, you have to register as conference participant.

Submit your proposal no later than 12pm GMT on Sunday, April 28 (extended), 2019 to johan.haggstrom@ncm.gu.se
Programme Committee and Organizing Committee

Programme Committee

• Linda Jarlskog, ViS and ALM
• National Center for Mathematics Education, NCM, Sweden
• David Kaye, Chair ALM
• Charlotte Arkenback-Sundström, ViS
• Hans Melén, ViS
• The Trustees, ALM

Organizing Committee

• Linda Jarlskog, ViS and ALM
• National Center for Mathematics Education, NCM, Sweden
• Adult Education in Cooperation, ViS, Sweden.
• David Kaye, ALM

ViS = Adult Education in Cooperation, Sweden

Venue

Faculty of Engineering, Lund University, Sölvegatan 18, Lund.

Center for Mathematical Sciences.

Map


The Center for Mathematical Sciences.
A view of the Center for Mathematical Sciences.
Social program
On Sunday at 4 pm. we will meet at Hypoteket, opposite of the Cathedral. Our ALM chairman, David Kaye, will hold a welcome speech. There will also be a short presentation of math history related to Lund.There will be some Swedish food, sparkling wine and coffee. Images from Hypoteket. On Monday evening, there will be an arrangement around the cathedral focusing on mathematics. This is in cooperation with the educators that work at the cathedral.

Conference dinner

The conference dinner will be held on Tuesday at 7 pm. at Hypoteket.

Registration and payment module

Registration fees

Registration and secure payment module.

You will get a confirmation email. Near the end of the email is a web address for credit card payment.

Please contact Rose-Marie Wikström from the National Center of Mathematical Education in Sweden, NCM, email to Rose-Marie Wikström if you have any questions about the registration.

General Information

  • Participation is not guaranteed until full payment of the registration fee is received.
  • The conference program may be subject to changes (based on decisions by the Programme Committee).
  • In the case of unforeseeable events, it is up to the Programme Committee and the Board of Trustees of ALM to decide on changes or even the cancellation of the conference and the amount of refund of payments. If the conference is cancelled, the remaining funds will be paid back to the participants and no further liability of the local organizers or ALM will be accepted towards the client.

Cancellation Policy

The registration for participation in the conference is binding. All cancellations and changes regarding the conference registration must be made in written form to the conference registration secretariat by sending an email to Rose-Marie Wikström.

Refunds are possible until June 1, 2019.

Financial support

Financial support to attend conference

ALM provides financial support to practitioners and researchers from institutions involved in Adults Learning Mathematics with limited resources to visit international conferences such as ALM26.
You can download the Bursary Form 2019 here. Support is given on a first-come first served basis.
For additional questions please contact ALM directly by e-mailing to treasurer@alm-online.net.
How to get to Lund

It takes approximately 50 minutes going by train from the airport of Copenhagen, Denmark, to Lund. The train leaves every 20 minutes during daytime. You have to buy a ticket at the station.

The closest airport in Sweden is Malmo Airport. Airport Coaches depart directly outside the airport terminal, and takes you conveniently to central Lund. The travel time is estimated to 40-50 minutes.

Travelling in Sweden

Visit Sweden

Visit Lund

Visit Copenhagen (Denmark)

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