Workshops: Titles, Abstracts and Presentations

Monday, 4th July

  • Time: 10:30-12, Venue: CB3
    Presenters: David Tout

    Title: Lessons from my adult learners: language in mathematics and numeracy.

    Abstract: Why do teachers of numeracy and mathematics also need to be language (and literacy) teachers? This presentation and hands-on workshop will reflect on experiences from working with adult numeracy learners, look the relationship between numeracy and mathematics, and the crucial role that language (and literacy) plays in the teaching and learning of both mathematics and numeracy. Based on this reflection and analysis, what are some of the key challenges in how to teach numeracy successfully taking the language aspect on board, and what are some teaching strategies and approaches that support and help to integrate the language of mathematics into our classroom practices.

    David Tout ALM 23 Paper

  • Time: 2:05-3:35, Venue: CB2
    Presenters: William Speer

    Title: Engaging Young Adults in Productive Struggles with Desirable Difficulties to Encourage Intense Discourse and Connected Reasoning in Numeracy.

    Abstract: We can’t make our students into seekers if we aren’t seekers ourselves. In this research-based, practice-oriented workshop, we will explore the benefits of creating desirable difficulties to help shake up naïve or loose thinking of young adults in order to assist them in constructing “new” knowledge by encouraging transfer of learning.

    It is important to realize that being good at mathematics is not evidenced by how many answers you know. Instead, being good at mathematics is evidenced by what you do when you don’t know the answers. We must help students to construct their own “new” knowledge, and, through modelling, apply that knowledge in ways different from the situation in which it was learned.

    Participants will “deep-dive” into several examples of desirable difficulties that encourage debate and rational thought including, but not limited to: examples of “obstacle” illusions; “surprising” conclusions; “apparent” paradoxes; “shifts” of perspective; “analogous” modelling; “multiple solution” scenarios; and “justification” of contradictory positions. In addition, we will discuss certain “connecting tasks designed to promote the connectedness of mathematical knowledge of numeracy with respect to concepts from different branches of mathematics and different representations or models of those mathematical concepts.

    William Speer ALM 23 Paper

  • Time: 2:05-3:35, Venue: CB3
    Presenters: Naeem Nisar, David Kaye

    Title: Geography and History of Mathematics: a critical approach in teaching and learning.

    Abstract: We believe by using ‘Geography and History of Mathematics’ we can kindle the learners’ latent knowledge and experience of numeracy by revealing invisible mathematics. We will present a practitioner’s view on multidimensional activities and resources, which can cater for spiky profiles, a ‘pragmatic eclecticism’ to enhance learning and make active citizens.
    We will report on working with two groups of learners from many different national and ethnic origins. The learners are at the UK level of Entry 3 / Level 1 for numeracy / functional mathematics. The main presenter introduced the following activities
    • Group discussion: exploring how students from diverse backgrounds can contribute from their own experience into the classroom including ‘My learning journey at WMC.’
    • Bring historical topics from everyday life from different countries; e.g. ‘How do you measure things in your country?’; ‘What are your number words?’.
    • Questionnaires based on previous learning experiences and how using the approach of building on existing knowledge of the learners that can enhance the learning process.

  • Time: 4:15-5:45, Venue: CB3
    Presenters: Israa Alshami, Beth Kelly

    Title: Mathmetics Education in Iran: some observations from a recent visit.

    Abstract: Israa Alshami, is currently studying at IOE/ UCL London, UK on a teacher training course and has recently returned to Iran to research aspects of their education system. During this workshop Israa will share some of her research findings, exploring aspects of policy and practice of mathematics education for adults and women. She will also discuss the influence of recent events on the approaches and resources available for teaching and learning mathematics. Beth Kelly is a teacher trainer at UCL, studying for her doctorate into why adults learn mathematics at work and supporting Israa in the workshop.

  • Time: 4:15-5:45, Venue: CB4
    Presenters: Frank Haacke, Rinske Stelwagen, Jordy van Schijndel, Elmine Meijer, Tosca van Rijswijck, Hans Wessels, Martijn van der Linden, Mathijs Driessen, Ellen Bouwer

    Title: The winners are…………………

    Abstract: The BVmbo, the association for vocational teachers in The Netherlands, organized a contest about the best idea to motivate students for mathematics.
    The top five winners won the 23d international conference of ALM. They are proud to present their ideas in an interactive way.
    Jordy van Schijndel will present his boardgame.
    Elmine Meijer, Tosca van Rijswijck, Hans Wessels, Martijn van der Linden and Mathijs Driessen present how to use the App Aurasma in different ways in the classroom.
    Ellen Bouwer shows how to teach mathematics together with 21st century skills in vocational education.
    Martijn van de Linden uses discussion in mathematics to practice mathematical thinking.
    Rinske Stelwagen and Frank Haacke will give a short introduction about the situation of teaching mathematics in vocational education in the Netherlands and the importance of free thinking for math teachers.

Tuesday, 5th July

  • Time: 10:20-11:50, Venue: CB3

    Presenters: Dave Tout, Diana Coben, Lynda Ginsburg, Kees Hoogland, Terry Maguire.

    Title: Feedback and reflections: the review of the PIAAC Numeracy Assessment Framework.

    Abstract: The Australian Council for Educational Research (ACER) has recently won an OECD funded project to review the assessment framework that guided the assessment of numeracy in the 1st cycle of the Programme for the International Assessment of Adult Competences (PIAAC). ACER has assembled a team of specialists, nationally and internationally renowned for their expertise in numeracy and mathematics conceptual, framework and assessment development to undertake this task. Five of the team members will participate in this workshop to present the issues to be addressed in the review and will facilitate an active discussion with participants to solicit feedback and reflections on the existing PIAAC assessment framework. Some of the issues to address in the review include the potential impact of the increasing use of digital technologies, the relationship between the PIAAC numeracy framework and the mathematical literacy framework used in PISA, reflecting on any theoretical developments in the understanding/conceptualisation of adult numeracy and any developments in the assessment of numeracy that could be relevant for PIAAC (e.g. the use of interactive item formats).

    Dave Tout et al ALM 23 Paper

  • Time: 10:20-11:50, Venue: CB4, Workshops for Adult Numeracy Tutors

    Presenters: Ciarán O’Sullivan, John Keogh

    Title: Getting students out of concept silos by making connections through ‘Green Maths’.

    Abstract: The ‘Green Maths’ workshop, will be a ‘hands-on’ session. Participants will receive copies of the extensive materials (17 lessons) developed as part of the Green Maths (Ireland version) project which is designed to engage learners in the application of mathematics to a real world situation taking into account issues of sustainability. The participants will explore strategies for integrating number (fractions, decimals and percentages), data, space and shape, through applying these diverse concepts in the real life context of designing and building a sustainable house. The ‘house’ workshop will show the practitioners how to guide learners in completing a set of activities to design and build a house which is as ‘green’ as possible, culminating in students building a three dimensional house. Once built, houses have to be lived-in and the occupants must use resources such as water in sustainable ways. To bring this to life for students, a suite of lessons on water conservation have been included to complement the ‘house’ lessons.”

    Ciarán O’Sullivan et al ALM 23 Paper

  • Time: 1:50-3:20, Venue: CB3

    Presenters: Linda Galligan

    Title: A model to embed academic numeracy at University.

    Abstract: This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students’ competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms of obuchenie (teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level, based on the work of Keimig (1983); Willison & O’Regan (2007); Taylor and Galligan (2002) and Valsiner (1997). Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under researched area.

    (Note: This workshop is based on a paper published by L. Galligan in HERD 2013)

    Linda Galligan ALM 23 Paper

  • Time: 1:50-3:20, Venue: CB4, Workshops for Adult Numeracy Tutors

    Presenters: Fiona Faulkner

    Title: Tips for teaching geometry and trigonometry at levels 2 and 3: Using hands-on activities to improve student understanding.

    Abstract: The workshop attempts to provide a model to scaffold students’ learning in the area of Geometry and Trigonometry and to enable students to see the link between concepts with the topic; from basic to more complex. The workshop involves using hands on materials as much as possible and supplementing this with the use of real world context to engage students interest and understanding.

    Fiona Faulkner ALM 23 Paper

    Fiona Faulkner ALM 23 Paper – Additional Material

  • Time: 4-5:30, Venue: Rye Hall

    Title: All conference symposium on policies for and models of numeracy. Chair: Terry Maguire.

    Abstract: Throughout Monday and Tuesday, delegates will be reminded about the symposium and its aims. They will be asked to make notes of anything from the plenaries\talks\workshops during the two days that they feel are relevant to the theme of the symposium.

    The symposium is in Rye Hall, a large room which has round tables and facilitates group discussion. Delegates will be asked to sit in groups, and we will ensure that delegates at each table come from different backgrounds (Uni and IoT/ FE and ETBs / policy if possible) and that they have attended a range of the presentations during the two days.

    The workshop chair will put 3 or 4 key statements to the group, allowing each group time to discuss each of these statements, and then each group will report back to attendees as a whole.

    The outcomes or main findings of the symposium will be noted\recorded and then these will be circulated after the conference.

Wednesday, 6th July

  • Time: 10:15-11:45, Venue: CB3

    Presenters: Malin Hällgren.

    Title: CGAs – Connecting and Grouping Activities: Experiences and results from a collaboration study involving practitioners and researchers.

    Abstract: This workshop presents the results of a one-year long research study that was part of a larger research and collaboration project between researchers from University of Linköping and practitioners from schools in Linköping and Norrköping in Sweden. The overall aim of the project is to increase our knowledge about teaching and learning mathematics in order to better support students’ learning. In the study a special type of activities, CGAs (Connecting and Grouping Activities) were developed and tested. The CGAs can be described as activities that enable students (primarily in small groups) to practice their conceptual understanding, their procedural abilities and mathematical reasoning. The CGAs have a low threshold in order to be accessible for all students but can also be adapted to challenge higher levels of understanding and abilities.

    After the introduction of the research study, which includes a brief discussion of the theoretical framework, and the ideas behind the CGAs, the participants in the workshop will be able to try some of the CGAs hands-on. Experiences from the study concerning possibilities and challenges with this type of activities will also be discussed.

  • Time: 10:15-11:45, Venue: CB4

    Presenters: Tanja Aas, Anna Gustavsen

    Title: Numeracy counts.

    Abstract: Numeracy is a critical skill which touches several areas in everyday life. Whether you are at work, at home, at class, or shopping you will need Numeracy skills. Lacking these skills as adults, may negatively affect quality of life, labor market possibilities and participation in lifelong learning. The question is, how to get this message out to those who need it the most?
    We will present examples of good practice and methods used in courses in Numeracy at the workplace. In addition we will take a closer look on using financial literacy as a mean to motivate adults to want to learn Numeracy skills. In the workshop the participant will get a closer look at the job skills profiles, as well as get to provide input into which skills are important in financial literacy.

  • Time: 1-2:30, Venue: Rye Hall

    Presenters: Irish Mathematics Learning Support Network (Chairs: Cormac Breen (Dublin Institute of Technology), Ciarán Mac an Bhaird (Maynooth University)).

    Title: The role of feedback, Assessment for Learning and Adult Learners in Mathematics Learning Support (MLS).

    Abstract: This workshop will start with brief overview of MLS and the IMLSN (Ciarán Mac an Bhaird) and then there will be 5 minute presentations on two recent large scale surveys of MLS in Ireland:

    1) A student evaluation of MLS (2014) (Olivia Fitzmaurice, University of Limerick);
    2) An audit of the extent of MLS provision (2016) (Cormac Breen, Dublin Institute of Technology).

    These two presentations will focus on the results which relate to assessment and to Adult Learners.

    In addition, there will be three brief presentations on feedback from:

    a) An experienced MLS tutor (Emma Berry, Maynooth University);
    b) A Adult Learner who engages with MLS (Aisling Dunphy, Maynooth University);
    c) A case study on the feedback loop between MLS practitioners and Lecturing staff (Anthony Cronin, UCD).

    After these presentations, all participants will break into small groups. Each group will discuss the presentations and their own experiences. The focus will be on how the feedback process works in a MLS environment, how this relates to Assessment for Learning and Adult Learners, and what, if any, changes should be made to the systems currently in place. Participants will be given 3 or 4 specific statements to discuss from the workshop chairs.

    Each group will then report back to the main audience. A list of outcomes and recommendations will be collated, written up and circulated after the conference to participants and to the relevant bodies.