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

Bibliographic Details
Main Author: Safford-Ramus, Katherine.
Other Authors: Misra, Pradeep Kumar., Maguire, Terry.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2016.
Edition:1st ed.
Series:ICME-13 Topical Surveys Series
Subjects:
Electronic books.
Online Access:Click to View
Table of 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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