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Session 10
Linking Theory to Practice and
Evaluation
An Adult Literacy and Numeracy Curriculum Framework for
Scotland
Definition
‘To be numerate means to be competent,
confident, and comfortable with one’s
judgements on whether to use
mathematics in a particular situation
and if so, what mathematics to use, how
to do it, what degree of accuracy is
appropriate, and what the answer
means in relation to the context.’
from Shifting the Focus
Affect: Beliefs, attitudes and emotions
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The role of affect in adult learning and adults’ ‘numerate
practices’ has been explored by Evans (2000). He
argues that thinking and emotion are inseparable, so that
human mathematical (or numerate) activity is always
emotional as well as cognitive.
He notes the way in which an operation or situation
involving mathematics may trigger unexpected feelings
of pleasure or loathing in the learner, encouraging or
impeding the transfer of mathematical skill, knowledge
and understanding.
Critical Numeracy
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This group of approaches starts from the position that
adults are active agents in the world, rather than seeing
them as inadequate individuals with a numeracy deficit.
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Adult education in this approach is seen as a tool for
social justice, aiming to equip people with knowledge
and tools to examine, criticise and seek to change the
economic, political, and social realities of their lives.
Effective, connectionist teaching and deep progress
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Making connections between different aspects of
mathematics. This includes, addition and subtraction or
fractions, decimals and percentages.
Making connections between different representations of
mathematics.
This includes: moving between symbols, words,
diagrams and objects.
Making connections with children’s methods. This
included valuing these methods, being interested in
children’s thinking and sharing the children’s methods.
Profound Understanding of Fundamental Mathematics
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Profound understanding of fundamental mathematics
(PUFM) is more than a sound conceptual understanding
of elementary mathematics – it is the awareness of the
conceptual structure and basic attitudes of mathematics
inherent in elementary mathematics and the ability to
provide a foundation for that conceptual understanding
and instill those basic attitudes in students.
Students are able to build on strong foundations and
make connections in mathematics throughout their lives.
Many numeracy tutors do not have sophisticated
academic mathematics experience but they may become
better mathematics tutors while teaching.
Adult Numeracy: shifting the focus
connectionist teaching
PUFM
positive
attitudes
deep progress
critical numeracy
realistic maths
A Research Report and Recommendations for Adult Numeracy in Scotland
Diana Coben, Scottish Executive, 2005
Scottish Energiser
for Tutors of Adult Numeracy
Be creative – numeracy
isn’t just sums