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Adults count too
Mathematics for empowerment
| Roseanne Benn ISBN 1 86201 007 2 1997 More titles on
Literacy, Language & Numeracy |
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More and more adults are learning mathematics, either for work related purposes, or as a qualification leading to a desired course of study. Adults count too examines the low level of numeracy in our society, the reasons why this is critical and the forces acting on adults which contribute to this state of affairs. Written to encourage the development of a curriculum which is tailored to the priorities and lives of individuals, Roseanne Benn argues that mathematics is not a value-free construct, but is imbued with elitist notions which exclude and mystify. The books seeks alternative approaches to teaching mathematics which recognise the sophisticated mathematical techniques and ideas used in everyday work, domestic and leisure.
This book will be of interest to adult educators who teach mathematics or to mathematics educators who teach adults.
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Reviews
‘Every student of mathematics education ought to read this to develop a
critical view of the discipline. Experienced teachers of mathematics and
mathematics education in universities would do well to consider Benn’s
arguments.’
(Australian Journal of Adult and Community Education)
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Contents
| Acknowledgements | |
| Introduction | |
| How to use this book | |
| Section 1. | Adult Education |
| Chapter 1. | The role and purpose of adult education |
| Chapter 2. | Some characteristics of and influences on adult learners and adult educators |
| Section 2. | The framework within which adults learn mathematics |
| Chapter 3. | Mathematics: a peek into the mind of God? |
| Chapter 4. | A matrix of factors |
| Chapter 5. | Locating the learner |
| Chapter 6. | Locating the tutor |
| Chapter 7. | Locating the curriculum |
| Section 3. | Understanding adults learning mathematics |
| Chapter 8. | Numeracy makes a difference |
| Chapter 9. | Mathematics for democracy and critical citizenship |
| Chapter 10. | The discourse of mathematics |
| Chapter 11. | Mathematics divides society |
| Chapter 12. | Taking women away from mathematics |
| Chapter 13. | A class apart |
| Chapter 14. | Adding race to the equation |
| Chapter 15. | Mathematics, work and play |
| Section Four | Implications for Practice |
| Chapter 16. | Towards an empowering curriculum |
| Bibliography | |
| Index |
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