Gail E. FitzSimons

Adults and Mathematics (Adult Numeracy)

This chapter investigates the current state of knowledge of teaching and learning involving adults currently or potentially participating in educational activities where mathematics (or numeracy) is involved. It addresses relevant educational issues from socio-economic, technological, and personal perspectives of participants, educators and the general community (including business and industry). These include the complexity of defining the concepts of numeracy and mathematics education, the state of adults’ knowledge and understanding of mathematics in both cognitive and affective domains, and the organisational structures (courses, curriculum, teachers, participants, teaching-learning processes) prevalent in further education. The heterogeneity of the field makes it impossible to provide a comprehensive overview, but the chapter provides a range of perspectives, and attempts to identify gaps in our current knowledge. This burgeoning field is resistant to definitive categorisation, but is being recognized as one of increasing importance to all stakeholders. We have suggested but a few of the substantial array of directions for future research, which could be informed by the disciplines of history, philosophy, psychology, and sociology, to name a few. Information was gathered from a literature review, comprised mainly of journal articles, books and conference proceedings, as well as authors’ own collective experience.

Lifelong Mathematics Education

This chapter explores adult lifelong mathematics education against the background of the increasing currency of concepts of globalisation, lifelong learning and the learning society. Lifelong mathematics education is contextualised from social, cultural, and economic perspectives. The chapter addresses issues of equity and participation, the multiple dimensions of lifelong learning, and links to economic policy. Current research and practice in adult mathematics education are examined, and the elusive nature of practice is problematised. Finally, future perspectives on adult mathematics education are considered.

Technology mediated post-compulsory mathematics: An activity theory approach

This article draws on a sociocultural activity theory approach to identify considerations in the development of technology mediated mathematics education for learners at the post-compulsory level. It suggests that the use of technology should be aligned with the intended goals and objectives of the learning. In particular, it is necessary to take into account contexts both inside and outside of the institution where mathematical knowledges and skills may be transformed as tools or artefacts in the process of pursuing extra-mathematical objectives. To this end, the article incorporates findings from theoretical and case study research into adult numeracy in the workplace.

Gender issues in adult and vocational mathematics education

This paper will attempt to provide a critical analysis of some of the social and political contexts of mathematics education in the adult and vocational education and training sectors with particular reference to gender issues. After a brief overview of recent policy developments and a review of papers selected from the literature on gender equity, it will then compare and contrast curricular constraints of previous and current political eras, and use some text by way of illustration to argue that vocational education and training in mathematics neither serves the interests of the individual student nor the (potential) employer, and is far removed from seriously addressing issues of gender equity.

Lifelong learning: practice and possibility in the pharmaceutical manufacturing industry

Seeks to address issues associated with lifelong learning from the perspective of teaching and curriculum practice in the areas of mathematics and technology in an Australian pharmaceutical manufacturing enterprise. Its aim is to reflect on research‐based innovative course delivery in the field specified to indicate possibilities in education for lifelong learning. Following discussion of lifelong learning, issues important to the industry will be outlined. A brief description is given of some nationally accredited curricular modules for operators in this industry. In particular, the mathematics modules were perceived by operators as discouraging and even threatening. However, it was, and is, possible to work around atomised modules such as these to operate more holistically to integrate workers’ breadth and depth of prior experience across a broadened view of curriculum in a manner that enhances rather than hinders lifelong learning.

Learning Mathematics In and Out of School: A Workplace Education Perspective

This chapter reports on the mathematical training of operators in the pharmaceutical manufacturing industry in Australia. Based on an analysis of workplace observations, the pedagogic design of the training addresses tensions and contradictions between the mathematically informed workplace practices of the operators and their formal mathematical competences. A Bernsteinian approach is used in this chapter to discuss issues of enhancement at the individual level and of social, intellectual, cultural, and personal inclusion.

Integrating Mathematics, Statistics, and Technology in Vocational and Workplace Education.

In the workplace mathematics and statistics are essential for communication and decision-making. Process workers at lower classifications of skill levels are likely to be confronted with statistical charts and warnings about nonconformity. Mathematics, statistics, and technology education in and for the workplace must take account of the cultural diversity which exists within and between workplaces. The design of generic mathematics, and in some cases statistics, curricula rarely reflect actual workplace practice except at a superficial level. One way of overcoming these problems is for mathematics/statistics educators to work in cooperation with industry, particularly at the local level, in a way that will encourage and support lifelong learning yet remain critical of the uses to which mathematics, statistics, and technology are put. This paper outlines some ways in which to address the challenge of making mathematics, statistics, and technology education take on real meaning within the context of the workplace.

Education/Training with Industry Participation

Because of the nature of the broad theme of our working group—Education/training with industry participation—we believe that it is necessary to provide the context for our presentations and discussions.

A Framework for Evaluating Quality and Equity in Post-Compulsory Mathematics Education

Working with adults returning to study mathematics in order to achieve goals, such as entry to further study or employment, reveals that the tradition school mathematics education—in English-speaking countries at least—has failed to meet the needs of many. In the post-compulsory sector, traditionally autonomous higher education institutions are now competing amongst each other along with the vocational sector for student enrolments and funding, both public and private. Accompanying this has been an increasing interest and involvement in quality assurance. This chapter will draw upon the relevant quality literature together with the author’s extensive experience in adult and vocational education, also an activity theoretical foundation, to propose a framework for mathematics education that is intended to be flexible and encourage policy makers, educators, and practitioners at all levels to consider whether their mathematics curriculum and teaching effectively meets the needs of all their learners in their particular contexts.

Globalisation, Technology, And The Adult Learner Of Mathematics

The focus of this chapter is on the implications of globalisation and internationalisation of education for adults returning to study mathematics at all educational levels in the post-compulsory years. These inter-related phenomena bring tensions and contradictions for mathematics educators arising from competing needs for institutions to give greater flexibility to students – who are tending to form an increasingly diverse cohort – while controlling or even reducing tuition costs: Dangers arise from the commodification of education and particularly from the assumption that mathematics, and indeed new learning technologies, are culture- and value-free. The work of Basil Bernstein forms the basis of an analytical distinction between mathematics and numeracy as different discourses with different forms of pedagogy with consequences for program design and delivery. Sociocultural activity theory is employed as a theoretical foundation for analysis of new learning technologies in order to assist developers and users in the design and appropriation of pedagogical resources. The chapter concludes with a discussion of the tensions in mathematics/numeracy education in relation to internationalisation, together with some recommendations for program developers utilising new learning technologies