ALM31

Conference theme: 

The conference theme of Relationships with Mathematics in Adult Learning included aspects such as:

• adults’ responses to the changing demands for numeracy or mathematics in their personal and working lives;
• adults’ emotional or motivational responses to learning mathematics or numeracy;
• relationships concerning policy and practice for adult mathematics or adult numeracy.

Keynote speakers and Keynote theme

We are delighted to welcome the following keynote speakers for ALM 31.

Dave Tout

Making adult numeracy count – connecting mathematics and context

Dave has worked extensively across Australia and internationally in adult and youth literacy, numeracy and mathematics education, with a focus on professional development, curriculum, teaching materials and assessment. He is particularly interested in, and passionate about, making mathematics relevant, interesting and fun for all students. Dave has wide experience, working across schools, Technical and Further Education institutes, community education providers, universities, national educational bodies and with workplaces and industry. Over the years, Dave has contributed to many Australian state and national curriculum and assessment frameworks, including the Australian Core Skills Framework (ACSF), and the numeracy and mathematics domains of both adult education and Year 11 and 12 school qualifications and certificates. Dave has been involved in the development and writing of the numeracy and maths frameworks and assessments in the OECD’s Programme in Assessment of Adult Competencies (PIAAC) and the Programme for International Student Assessment (PISA), and is currently Chair of the Numeracy Expert Group for PIAAC. Dave is a Numeracy and Mathematics educator and facilitator and holds positions at the Australian Council for Educational Research (ACER) and the Faculty of Education at the University of Melbourne, and is a numeracy and mathematics education consultant.

Abstract

Real-world contexts are critical for engaging all learners and providing the purpose for learning about how to use and apply maths in the real world, and that has been the foundations of teaching adult numeracy. Starting with the real-world context in teaching numeracy provides a range of benefits in enhancing learner’s successful understanding of numeracy and maths knowledge and skills, no matter their age, and can help overcome learner’s attitudes about relating to and learning about the world of mathematics. This presentation will look at why and how this works in practice, and why it also makes sense within the world of the teaching and learning of mathematics, and how it connects to the relationships between numeracy, mathematics and adult learning.

Brooke Istas

Hidden Teachers: The Stories of Adult Basic Education Math & Numeracy Teachers in the United States

Brooke Istas, Ph.D., is a practitioner/researcher recognized in United States mathematics education, specializing in adult learning. Her research delves into pivotal moments when adult learners transition from positive to negative perceptions of math, aiming to alleviate anxiety and enhance learning experiences. Recognized nationally, she presents at various conferences on mathematical instruction, higher-level concepts, and distance learning. Brooke emphasizes collaboration, believing it enriches adult education. She shares her expertise and fosters community engagement as the Literacy Information and Communication System (LINCS) Math and Numeracy Community of Practice moderator for the U.S. Department of Education, Office of Career, Technical and Adult Education (OCTAE). With a commitment to qualitative research methods, Brooke seeks to understand learners’ mathematical journeys, identifying barriers and facilitating positive learning outcomes. Her work signifies a dedication to breaking down obstacles in mathematical education, ensuring all learners have access to fulfilling mathematical experiences.

Abstract

Personal experiences, cultural influences, social interactions, personal beliefs and mindset, and educational environments shape a person’s math identity. Our math identity can shape attitudes and beliefs about one’s mathematical abilities. In the United States, Adult Basic Education (ABE) instructors teach math classes to adult learners looking to learn basic numeracy skills or obtain a secondary education credential. These instructors teach with a minimum of a bachelor’s degree, which may or may not be in the field of education, but rarely is it math. There has been limited research done on this hidden area of education. This research study used life history methodology to conduct a narrative identity analysis among thirty-eight Adult Basic mathematics and numeracy teachers, exploring their mathematical journeys and instructional practices. Through in-depth interviews, participants shared perceptions, beliefs, and knowledge, yielding four overarching themes on mathematical self-identity and instructional approaches.
Additionally, four themes emerged regarding mathematics instruction. These narratives are contextualized within psychological, anthropological, sociological, and educational frameworks, highlighting the intricate interplay between personal experiences and professional practices in adult mathematics education. This research informs teacher training and curriculum development efforts in adult numeracy education by elucidating the factors shaping ABE math instructors’ identities and instructional methods.

Eabhnat Ní Fhloinn

Mathematics Support and Adult Learners in Higher Education

Dr. Eabhnat Ní Fhloinn is an Associate Professor in the School of Mathematical Sciences and the Director of DCU Maths Learning Centre. She has undertaken this role since 2007; prior to this, she was Manager of DIT Maths Learning Centre for two years. Her research interests lie in the area of mathematics education, with particular focus on the transition from post-primary mathematics to higher education; mathematics support in higher education; mathematics diagnostic testing of incoming university students; mathematics for engineers; and assessment in mathematics. Dr. Ní Fhloinn was the inaugural Chairperson of the Irish Mathematics Learning Support Network (IMLSN) from 2009 – 2011 and served as PRO on the IMLSN committee until 2020. She is a member of CASTeL, the Centre for the Advancement of STEM Teaching and Learning in DCU and became an Advance HE Senior Fellow in 2023

Abstract

There are three main ways in which Higher Education Institutes offer support to adult learners of mathematics: foundation courses, bridging courses, and mathematics learning support. In this talk, I will briefly outline some approaches to the first two of these, before focusing more deeply on what we know about mathematics learning support and adult learners in higher education. I will look at recent studies in relation to the impact of such support, as well as considering the learner voice in why they might choose to engage or not engage with such support systems, and how such support might change their relationship with mathematics.

Programme

The conference programme included:

• pre-recorded presentations from keynote speakers
• discussions about key topics and questions in regional clusters
• presentations from delegates (pre-recorded but with live discussion).

The conference times for the four regional clusters are listed below but participants are advised to consult the conference Padlet for the most up-to-date information.

Australia and New Zealand

Day 1: 10.00-16.45 (Australian Eastern Standard Time, UTC+10) and Day 2: opportunity to attend other clusters

Europe

Days 1: 10.15-16.45  and Day 2: 09.30-16.00 (Central European Time, UTC+2)

Ireland/UK

Days 1: 09.00- 16:00 and 2: 09.30-15.45 (Ireland, UTC+1)

North, South and Central America

Day 1: 12.00-16.30; Day 2: 12.00-16.00 (Eastern Time Zone)

Programme Committee

The Programme Committee is formed by the following ALM trustees: Charlotte Arkenback; Catherine Byrne; Diane Dalby; Linda Ginsburg; Lisanne Heilmann, assisted by the cluster leads and conference paper review team.

Regional cluster organisers

North, South and Central America:

Lynda Ginsburg and Marcus Jorgensen

Europe:

Linda Jarlskog and Lena Lindenskov

Ireland and UK:

Catherine Byrne and Diane Dalby

Australia and New Zealand:

Keiko Yasukawa, Jac Field and Sarah Howe