The Troika of Adult Learners, Lifelong Learning, and Mathematics : Learning from Research, Current Paradoxes, Tensions and Promotional Strategies.

By: Safford-Ramus, KatherineContributor(s): Misra, Pradeep Kumar | Maguire, TerryMaterial type: TextTextSeries: ICME-13 Topical Surveys SeriesPublisher: Cham : Springer International Publishing AG, 2016Copyright date: �2016Edition: 1st edDescription: 1 online resource (48 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9783319328089Genre/Form: Electronic books.Additional physical formats: Print version:: The Troika of Adult Learners, Lifelong Learning, and MathematicsLOC classification: QA10.92-20Online resources: Click to View
Contents:
Intro -- Main Topics You Can Find in This "ICME-13Topical Survey" -- Contents -- 1 Introduction -- 2 Survey on State-of-the-Art -- 2.1 The Troika of Adult Learners, Lifelong Learning, and Mathematics -- 2.1.1 Lifelong Learning for Adult Learners: Need and Significance -- 2.1.2 Lifelong Mathematics Learning for Adult Learners: Perceived Benefits and Challenges -- 2.2 Learning from Research -- 2.2.1 Affective Factors-Obstacles to and Advantages of the Adult Learner -- 2.2.1.1 Math Histories -- 2.2.1.2 Math Anxiety -- 2.2.1.3 Self-efficacy -- 2.2.2 Theoretical Framework-The Underpinnings of Adult Math Education -- 2.2.2.1 Adult Learning Theory -- 2.2.3 Mathematics for Citizenship-Improving in Place -- 2.2.3.1 Social Issues -- 2.2.3.2 Parents -- 2.2.4 Mathematics for Credentialing-Catching Up -- 2.2.4.1 Adult Basic and Secondary Education -- 2.2.4.2 Developmental Mathematics -- 2.2.5 Professional Development-The Teacher as Adult Learner -- 2.2.5.1 Pre-service Teacher Education -- 2.2.5.2 In-service Teacher Education -- 2.3 Current Paradoxes, Tensions and Potential Strategies -- 2.3.1 The Disparate and Competing Conceptualisation of Numeracy -- 2.3.1.1 Communication (1) (Fig. ) -- 2.3.1.2 Identifying the Issue (2) and (3) (Fig. ) -- 2.3.1.3 Value Filter (4) (Fig. ) -- 2.3.1.4 Belief Filter (5)-(7) (Fig. ) -- 2.3.1.5 Intervening Variables (8) (Fig. ) -- 2.3.2 Numeracy as an Individual Attribute Versus Legislation for National Curricula and 'One Size Fits All' Policy -- 2.4 Promoting Lifelong Mathematics Learning Among Adult Learners: Potential Strategies -- 2.4.1 Promoting Self Directed and Experiential-Learning of Mathematics Among Adults -- 2.4.2 Involving Adults (Parents) in Mathematics Education of Their Children -- 2.5 Helping Adult Learners to Practice Connectivism in Mathematical Learning.
2.5.1 Promoting Technology-Based Teaching Learning Activities for Adult Learners -- 2.5.2 Establishing Lifelong Mathematics Learning Communities for Adult Learners -- 3 Summary and Looking Ahead -- References.
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Intro -- Main Topics You Can Find in This "ICME-13Topical Survey" -- Contents -- 1 Introduction -- 2 Survey on State-of-the-Art -- 2.1 The Troika of Adult Learners, Lifelong Learning, and Mathematics -- 2.1.1 Lifelong Learning for Adult Learners: Need and Significance -- 2.1.2 Lifelong Mathematics Learning for Adult Learners: Perceived Benefits and Challenges -- 2.2 Learning from Research -- 2.2.1 Affective Factors-Obstacles to and Advantages of the Adult Learner -- 2.2.1.1 Math Histories -- 2.2.1.2 Math Anxiety -- 2.2.1.3 Self-efficacy -- 2.2.2 Theoretical Framework-The Underpinnings of Adult Math Education -- 2.2.2.1 Adult Learning Theory -- 2.2.3 Mathematics for Citizenship-Improving in Place -- 2.2.3.1 Social Issues -- 2.2.3.2 Parents -- 2.2.4 Mathematics for Credentialing-Catching Up -- 2.2.4.1 Adult Basic and Secondary Education -- 2.2.4.2 Developmental Mathematics -- 2.2.5 Professional Development-The Teacher as Adult Learner -- 2.2.5.1 Pre-service Teacher Education -- 2.2.5.2 In-service Teacher Education -- 2.3 Current Paradoxes, Tensions and Potential Strategies -- 2.3.1 The Disparate and Competing Conceptualisation of Numeracy -- 2.3.1.1 Communication (1) (Fig. ) -- 2.3.1.2 Identifying the Issue (2) and (3) (Fig. ) -- 2.3.1.3 Value Filter (4) (Fig. ) -- 2.3.1.4 Belief Filter (5)-(7) (Fig. ) -- 2.3.1.5 Intervening Variables (8) (Fig. ) -- 2.3.2 Numeracy as an Individual Attribute Versus Legislation for National Curricula and 'One Size Fits All' Policy -- 2.4 Promoting Lifelong Mathematics Learning Among Adult Learners: Potential Strategies -- 2.4.1 Promoting Self Directed and Experiential-Learning of Mathematics Among Adults -- 2.4.2 Involving Adults (Parents) in Mathematics Education of Their Children -- 2.5 Helping Adult Learners to Practice Connectivism in Mathematical Learning.

2.5.1 Promoting Technology-Based Teaching Learning Activities for Adult Learners -- 2.5.2 Establishing Lifelong Mathematics Learning Communities for Adult Learners -- 3 Summary and Looking Ahead -- References.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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