Literaturnachweis - Detailanzeige
| Autor/in | FitzSimons, Gail E. |
|---|---|
| Titel | A Comparison of Mathematics, Numeracy, and Functional Mathematics: What Do They Mean for Adult Numeracy Practitioners? |
| Quelle | In: Adult Learning, 19 (2008) 3-4, S.8-11 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-1595 |
| Schlagwörter | Numeracy; Mathematics Education; Adult Education; Foreign Countries; Mathematics Skills; Job Skills; Knowledge Level; Education Work Relationship; Adult Learning; United Kingdom |
| Abstract | Nowadays, the pedagogy of adult numeracy generally eschews the deficit model of the learner as needing diagnosis and remediation, and attempts to take into account the learners' existing competencies, life experience, and interests. However, formalized assessment processes and measurable outcomes can never reflect the actual learning taking place in terms of cognitive, affective, and social development. In this article, the author explores mathematics, functional mathematics, numeracy, and adult numeracy. The author clarifies the domain of numeracy, defines its space in relation to other mathematics discourses, and discusses the implications of this position for adult numeracy practitioners. (ERIC). |
| Anmerkungen | American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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