NotesFAQContact Us
Search Tips
ERIC Number: ED433999
Record Type: Non-Journal
Publication Date: 1998
Pages: 47
Abstractor: N/A
Reference Count: N/A
Views on Adults Re-Learning Mathematics: A Comparative Study.
Angiama, R. O.
This paper is based on the on-going research, work, and teaching carried out in the Mathematics Foundations Course (MFC) at Goldsmiths College, University of London. Teaching is a very intimate and rewarding experience for the mathematics lecturer as well as for the adult student. Mathematics lecturers and adults should be challenged by their experiences, and adult students of mathematics in particular should be empowered and rewarded for their efforts. Focus is placed on "Comparative Mathematics" education and teaching received from the perspectives of adult students' views about themselves as well as their views on the teachers who teach them. It is argued that much of the debate about adults' access to and performance in higher education concerns Humanities and Social Science students. Mathematics, despite its importance as an essential pre-requisite for studying science and technology, has been absent from the discussion. In their study, students reached conclusions about how adults see their own mathematical backgrounds, recorded and celebrated some of their achievements, and indicated some grounds for optimism about how likely they are to achieve in the field. They made suggestions about how adult learners of mathematics might best be prepared to make decisions about the suitability of mathematics courses for them. Students believe that this is a basis for some important practical conclusions for practitioners advising and supporting adult students. This study looked at a group of adults' return to Re-Learning Mathematics with the hope of gaining access to the BSc Mathematics and Statistics degree Course at Goldsmiths College, University of London. The paper concludes, by selecting three major theories that have some bearing on the selection of content and how it is taught, and characterizes these contexts as essentialism, encyclopedism, and pragmatism to include the general position in order to identify constituent curriculum theory. (Contains 36 references.) (Author/ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)