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ERIC Number: ED478895
Record Type: RIE
Publication Date: 2001
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Epistemological Questions about Research and Practice in ALM.
Wedege, Tine
The new research and practice area of "adults and mathematics" is situated within the didactics of mathematics as it is structured and delimited by the concrete forms of practice and knowledge currently regarded as mathematics teaching, learning, and knowing. "Adults Learning Mathematics" (ALM) is a community of practice and research within the didactics of mathematics in which adults' learning and numeracy are central and where the reason to teach mathematics is empowerment for social and working life. Epistemological reconnaissances have resulted in these five conclusions on ALM: (1) The ALM community of practice and research is accepted as a domain within the didactics of mathematics; (2) the learner is the focus of the ALM studies, and her/his "numeracy" is understood as mathematics knowledge; (3) didactic questions are integrated with general adult education questions in ALM and the studies are interdisciplinary; (4) the duality between the objective and subjective perspective is implicit, or explicit, in all ALM problematics; and (5) the general aim of ALM practice and research is "empowerment" of adults learning math. Interdisciplinary studies involving mathematics, sociology, and pedagogy are necessary to bridge mathematics and adult education. (Contains 3 figures and 11 references.) (MO)
Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free).
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Schmitt, M. J. and K. Safford-Ramus (Comps.) (2001). Adults Learning Mathematics-7: A Conversation Between Researchers and Practitioners. Proceedings of ALM-7, the International Conference of Adults Learning Mathematics (7th, Medford, MA, July 6-8, 2000) p. 109-115. The conference was hosted by the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University in conjunction with the Tufts University Department of Education and the NCTM-affiliated Adult Numeracy Network.