This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). As the only thematic working group that focuses on adults’ lived experiences of mathematics, the research makes an important contribution to the field of Mathematics Education. The main themes in this group identify that adult numerical behaviour goes beyond the mathematics skills, knowledge, and procedures taught in formal education It is multifaceted, requiring the use of higher order skills of analysis and judgement, applied within a broad array of life’s contexts, experienced through a range of emotions. The research in this group points to the need to raise the profile of research that shows the benefits to adults of learning mathematics but also the long term economic disbenefits in the neglect of teaching and teacher training for this group.
This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). The theme AME made its first appearance on CERME11 and in this paper we provide an overview of the growing and blossoming field of AME and the results of the working group. The main themes associated with AME are: the definition, scope, and assessment of numeracy, the role of language and dialogue, the role of affect, including motivation, and the role of societal power structures, including subthemes like equity, inclusion, vulnerable learners, agency and self-efficacy. We conclude with the opportunities and challenges for this theme from both scientific and societal perspective.
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Numeracy and mathematics education in vocational education is under pressure to keep up with the rapid changes in the workplace due to developments in workplace mathematics and the ubiquitous availability of technological tools. Vocational education is a large stream in education for 12- to 20-years-olds in the Netherlands and the numeracy and mathematics curriculum is on the brink of a reform. To assess what is known from research on numeracy in vocational education, we are in the process of conducting a systematic review of the international scientific literature of the past five years to get an overview of the recent developments and to answer research questions on the developments in vocational educational practices. The work is still in progress. We will present preliminary and global results. We see vocational education from the perspective of (young) adults learning mathematics.
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