NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1068221
Record Type: Journal
Publication Date: 2014-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: EISSN-1744-1803
Integrating Real-World Numeracy Applications and Modelling into Vocational Courses
Hall, Graham
Adults Learning Mathematics, v9 n1 p53-67 Apr 2014
Practitioner research is in progress at a Further Education college to improve the motivation of vocational students for numeracy and problem solving. A framework proposed by Tang, Sui, & Wang (2003) has been adapted for use in courses. Five levels are identified for embedding numeracy applications and modelling into vocational studies: Extension; Special Subject; Investigation Report; Paper Discussion; and Mini Scientific Research. These levels represent a progression from applications set by the teacher, through increasing student involvement in the solution of real world problems, to totally independent project work. Case studies are presented of the incorporation of the five levels of application in engineering, construction, computing, and environmental science courses. In addition to student motivation, teaching staff observed that improvements have occurred in: use of specialised mathematical vocabulary; the combined use of numerical and algebraic methods in problem solving; and abstract reasoning, and a deeper level of understanding of the mathematics used in problem solving. A difficulty which has not yet been fully resolved is the reconciliation of a problem solving and project based approach to numeracy, and the requirement by some Examination Board numeracy syllabuses to assess specific mathematical methods.
Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)