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ERIC Number: EJ991442
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
Reference Count: 5
ISBN: N/A
ISSN: ISSN-0090-4244
It Does Matter How We Teach Math
Rodrigues, Kathleen J.
Journal of Adult Education, v41 n1 p29-33 2012
This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore the needs of learners and the learning contexts that would help them achieve higher dimensions of critical thinking and cognitive development. Based on Knowles' six assumptions of andragogy, curriculum was designed to provide college math students meaningful learning experiences, critical thinking skills, and application within the context of the classroom. Creativity and hands-on learning proved to be beneficial not only to tactile and kinesthetic learners but to others in the classrooms as well. Additionally, math anxiety is addressed and how such anxiety can and does have a debilitating impact on learning math in the classroom. Using adult learning principles and best practices in undergraduate math education, keys to opening the door for student success are application, recognizing math anxiety in students, creativity, hands on learning, and incorporating characteristics of effective teachers.
Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site: https://www.mpaea.org/?page=publications
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A