Teaching Mathematics to Adults.Report as inadecuate

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This study explored the teaching processes in mathematics education for adults and how they are shaped by certain social and institutional forces. The study addressed three broad questions: (1) What happens in adult mathematics classrooms? (2) What do these phenomena mean for those involved as teachers or learners? and (3) In what ways do frame factors (factors beyond the teacher's control) affect teaching processes? Data were collected in various ways: document collection, surveys of teachers' and adult learners' attitudes, repeated semi-structured interviews with teachers and learners, and extensive ethnographic observations in several mathematics classes. From observations of actual episodes and activities in mathematics classrooms, several key themes were identified: (1) within the classroom the teacher's role was paramount--almost all decisions about classroom activities were made by teachers, and the learners' influence was minimal; (2) the teacher and the textbooks adopted the role of supreme authorities of mathematical knowledge; (3) adult learners were assigned a passive role in their own education. (MKR)

Descriptors: Adult Basic Education, Adult Education, Adult Learning, Interviews, Mathematics Instruction, Numeracy, Observation, Student Attitudes, Teacher Attitudes, Teaching Methods

Author: Nesbit, Tom

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12515&id=ED392603

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