Two Dilemmas in Communicating Mathematics in Adult Basic Courses: "How To Support Pre-Knowledge of Adult Learners" and "How To Support Democratic Classroom Decisions."

Autor/inn/en	Lindenskov, Lena; Hansen, Eigil Peter
Titel	Two Dilemmas in Communicating Mathematics in Adult Basic Courses: "How To Support Pre-Knowledge of Adult Learners" and "How To Support Democratic Classroom Decisions."
Quelle	(2000), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Adult Programs; Classroom Environment; Cognitive Processes; Learning Processes; Mathematics Instruction; Student Attitudes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassenklima; Unterrichtsklima; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Schülerverhalten
Abstract	This study explores how adults' perspectives, intentions, blockages, resistance, and fascinations are reconstructed during a mathematics course in adult basic education. These aspects are discussed as important building blocks for developing theory in adult educational research. Adult mathematics education was compared in different institutional settings--adult basic education, adult vocational training, and informal general education. Results showed two dilemmas faced by educational planners and teachers in adult basic mathematics: (1) how to meet the adult learner's already established conceptions and procedures; and (2) how to support democratic classroom decisions. (KHR)
Anmerkungen	Peppercorn Books, P.O. Box 693, Snow Camp, NC 27349.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01