Supporting Adults to Become Numerate Citizens: A Study of Adult Numeracy Provision in Ireland

Autor/inn/en	Goos, Merrilyn; Prendergast, Mark; O'Meara, Niamh; O'Sullivan, Kathy
Titel	Supporting Adults to Become Numerate Citizens: A Study of Adult Numeracy Provision in Ireland
Quelle	In: ZDM: Mathematics Education, 55 (2023) 5, S.995-1008 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goos, Merrilyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01480-9
Schlagwörter	Foreign Countries; Barriers; Adult Education; Numeracy; Access to Education; Civil Rights; Mathematics Skills; Self Efficacy; Anxiety; Educational Experience; Learning Activities; Empowerment; Financial Literacy; Social Integration; Citizen Participation; Public Policy; Program Development; Ireland + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rechenkompetenz; Access; Bildung; Zugang; Bildungszugang; Bürgerrechte; Grundrechte; Zivilrecht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Angst; Bildungserfahrung; Lernaktivität; Soziale Integration; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Öffentliche Ordnung; Programmplanung; Irland
Abstract	This paper revisits and reanalyses data from a study carried out in the further education and training sector in the Republic of Ireland to investigate (1) how adults access and participate in numeracy courses and (2) how adult numeracy provision might support active citizenship. We analysed 45 interviews with adult education providers, adult numeracy tutors, and adult learners to identify themes that connect adult numeracy with a human rights conception of citizenship as access to and participation in economic, social, and community life. This analysis found that the most common barriers to accessing adult numeracy courses arose from dispositional factors relating to fear, anxiety and lack of confidence with mathematics, largely due to negative experiences in formal schooling. To overcome these barriers, adults' participation in numeracy courses was encouraged by integrating numeracy learning activities into real world contexts in a non-threatening learning environment. The interview analysis also illustrated ways in which adult numeracy education supported active citizenship in the economic, social, and community spheres, by (i) enhancing financial literacy and preparing adults for employment; (ii) fostering individual empowerment, family learning and social inclusion; and (iii) enabling civic engagement. Policies for promoting adult education typically aim to develop active citizenship, but without specifying how this is to be achieved. Our study is valuable because it illuminates potential connections between citizenship and numeracy as a dimension of adult education that is separate from literacy. The findings lead to recommendations for translating national and international policy frameworks into research-informed adult education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01