Provoking Mathematical Thinking: Experiences of Doing Realistic Mathematics Tasks with Adult Numeracy Teachers

Autor/in	Gibney, Janette
Titel	Provoking Mathematical Thinking: Experiences of Doing Realistic Mathematics Tasks with Adult Numeracy Teachers
Quelle	In: Adults Learning Mathematics, 9 (2014) 2, S.97-115 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Numeracy; Teaching Experience; Adult Educators; Task Analysis; Action Research; Educational Practices; Teacher Collaboration; Qualitative Research; Mathematical Logic; Learning Processes; Faculty Development; Mathematics Skills; Semi Structured Interviews; Transcripts (Written Records); Consciousness Raising; Group Discussion; Outcome Measures; Adult Education; Training Methods; Number Concepts; Numbers; Inquiry; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Rechenkompetenz; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Aufgabenanalyse; Projektforschung; Bildungspraxis; Lehrerkooperation; Qualitative Forschung; Mathematical logics; Mathematische Logik; Learning process; Lernprozess; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Bewusstseinsbildung; Gruppendiskussion; Adult; Adults; Education; Adult basic education; Didaktik; Trainingsmaßnahme; Number concept; Zahlbegriff; Zahlenraum; Ausland; Großbritannien
Abstract	This action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that "realistic" tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which "procedural" and "conceptual" thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their "real worlds" and "maths worlds" with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01