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ERIC Number: ED392947
Record Type: RIE
Publication Date: 1995
Pages: 491
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-642-23302-0
ISSN: N/A
Adult Numeracy Teaching: Making Meaning in Mathematics.
Technology Univ., Sydney (Australia).; National Staff Development Committee for Vocational Education and Training, Chadstone (Australia).
This package for presenters contains an 84-hour professional development course designed to train and support teachers of adult numeracy and mathematics in adult literacy and basic education. The information for presenters provided at the beginning includes material on how the course was developed, content and structure, and lists of resources and references. The curriculum section provides course information such as professional development, rationale, course development, outcomes, structure, assessment, delivery of the course, and module information. The course consists of four modules: exploring practice, mathematics as a human construction, mathematics as a critical tool, and naming theories--implications for practice. The presenter's notes for each module provide descriptive and instructive details (nominal time, brief description, rationale, learning outcomes, assessment requirements, references, and an outline (section correlated to time, development of issues and activities, and math involved). Each section in a module provides a brief description, rationale, aims, preparation, materials needed, and detailed procedure. A resources section that follows each module contains a list of readings, activity sheets, handouts, overhead project transparencies, and references for the module. The final section provides information on curriculum projects and assessment of the numeracy journals kept by course participants. (YLB)
Adult Basic Education Resource and Information Service, National Languages and Literacy Institute of Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia ($80 Australian, plus postage).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Technology Univ., Sydney (Australia).; National Staff Development Committee for Vocational Education and Training, Chadstone (Australia).
Identifiers: Australia