A Willing Suspension of Disbelief? "Contexts" and Recontextualisation in Adult Numeracy Classrooms

Autor/in	Oughton, Helen
Titel	A Willing Suspension of Disbelief? "Contexts" and Recontextualisation in Adult Numeracy Classrooms
Quelle	In: Adults Learning Mathematics, 4 (2009) 1, S.16-31 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Numeracy; Adult Education; Mathematics Education; Discourse Analysis; Classroom Communication; Adult Students; Word Problems (Mathematics); Knowledge Level; Metacognition; Foreign Countries; Ethnography; United Kingdom (England) + Suchen Sie Ihr Suchwort? Rechenkompetenz; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Mathematische Bildung; Diskursanalyse; Klassengespräch; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Textaufgabe; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Ethnografie
Abstract	While a substantial body of research suggests that adult numeracy and literacy learners possess funds of knowledge and informal practices, it is not always clear to what extent these might be used in teaching and learning. In this study of linguistic interaction in adult numeracy classrooms, analysis of naturally-occurring student-student collaborative discourse is used to argue that mathematical word problems, even when designed for adults, do not draw on these funds of knowledge and out-of-classroom practices, and instead require a "willing suspension of disbelief" by learners. Nonetheless, the adult students show a sophisticated level of metacognition and skill in handling the word-problem genre which might indeed be acknowledged as part of their funds of knowledge. (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