This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). As the only thematic working group that focuses on adults’ lived experiences of mathematics, the research makes an important contribution to the field of Mathematics Education. The main themes in this group identify that adult numerical behaviour goes beyond the mathematics skills, knowledge, and procedures taught in formal education It is multifaceted, requiring the use of higher order skills of analysis and judgement, applied within a broad array of life’s contexts, experienced through a range of emotions. The research in this group points to the need to raise the profile of research that shows the benefits to adults of learning mathematics but also the long term economic disbenefits in the neglect of teaching and teacher training for this group.
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This work draws on the Programme for the International Assessment of Adult Competencies (PIAAC) survey. Last year a first review was conducted on the PIAAC Numeracy Framework (Tout. et al., 2017). In 2018 and 2019 the framework for the second cycle of PIAAC will be developed. This second cycle of the PIAAC survey aims to update the data about the numeracy skills of adults in different countries around the World (Hoogland, Díez-Palomar, Maguire, 2019). The objective of this paper is to highlight some relevant findings from literature on the concept numeracy in order to discuss a potential enrichment of the PIAAC Numeracy Assessment Framework (NAF).
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Adults’ development of literacy and numeracy skills that can enable them to navigate the demands of contemporary life and be prepared for the future is central to their economic, social, and personal well-being and the functioning of society. This article discusses the role of literacy and numeracy in adult learning and education, beginning with the current status of literacy and numeracy skills in OECD countries and economies. Explored are the types of frameworks and standards that are used to guide adults’ acquisition of literacy and numeracy skills and approaches to delivering instructional and supportive services for those adults. The article concludes with challenges and considerations in strengthening literacy and numeracy as critical components of adult learning and education.
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The main objective of this dissertation is to examine, both theoretically and empirically, the specific requirements of a blended learning instructional model aimed at facilitating higher education adult-learners into online interaction. Three objectives were formulated: Objective 1: to investigate adult-learners’ perceived satisfaction in relation to blended learning and the factors that foster their interaction with the ‘added’ online mode; and a thorough understanding of adult-learners’ educational needs and learning characteristics derived from theory. Objective 2: to understand the factors of social presence and convergence, and how these can be ingrained into design principles that foster online interaction. Objective 3: to explore the specifics of an instructional model for the design of a blended learning environment for adult-learners in higher education, both theoretically and empirically, and how said principles can be actualised in a validated model.
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The aim of this paper is to present materials designed for adult numeracy training. In the successive Erasmus+ projects, "The Common European Numeracy Framework" (2018-2021) and "Numeracy in Practice" (2022-2024), professional development modules have been designed for teachers specialising in adult numeracy education. The primary objective of these modules is to enhance teacher awareness of the competencies required for teaching numeracy and to address the changing demands of numeracy in adults’ personal and professional lives.
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This paper is a summary paper of the Thematic Working Group (TWG) on Adult Mathematics Education (AME). The theme AME made its first appearance on CERME11 and in this paper we provide an overview of the growing and blossoming field of AME and the results of the working group. The main themes associated with AME are: the definition, scope, and assessment of numeracy, the role of language and dialogue, the role of affect, including motivation, and the role of societal power structures, including subthemes like equity, inclusion, vulnerable learners, agency and self-efficacy. We conclude with the opportunities and challenges for this theme from both scientific and societal perspective.
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PURPOSE: To determine what is known from the literature about nursing care of psychiatric patients with a history of child maltreatment. CONCLUSIONS: Psychiatric nurses underline the importance of a routine inquiry of child abuse on admission of patients to psychiatric care, but are reluctant to ask about child abuse. They often feel insufficiently competent to respond effectively to patients with a history of child maltreatment. PRACTICE IMPLICATIONS: Psychiatric nurses need training in how to assess a history of child abuse and the late-life consequences of abuse in adult psychiatric patients. They also need to be trained to respond effectively to these patients.
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Full text op te vragen bij auteurs via link. Adult violent delinquency harms individuals, their families and society at large. Knowledge about childhood predictors of adult delinquency could be helpful in defining at-risk children who will develop into violent adults. This topic is rarely investigated in females. We investigated which behavioural problems in childhood predicted long-term disruptive development in a sample of both males and females. In 1983, behaviour problems were assessed in a community sample of 2076 children; 24 years later, 1335 of these children, who are now adults, reported on their violent delinquency. Girls with conduct problems were at risk of long-term disruptive development. We recommend that health professionals be alert regarding girls with conduct problems, because early identification and treatment of high-risk girls might reduce delinquency in adult life.
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This meta-analysis investigated the long term effects of prevention programs conducted during early and middle childhood on criminal offending during adulthood. The analyses included 3611 participants in 9 programs. The effect size for adult criminal offending was significant, but small in magnitude (OR=1.26; 95% CI=1.06-1.50, p=.011). The effects of the programs on positive outcomes (academic attainment and involvement in productive activity, such as being engaged in school or work) were somewhat larger and more consistent than effects on crime (OR=1.36, 95% CI=1.20-1.55, p<.001). Several participant and program characteristics moderated the effectiveness of (early) prevention. Children who were more at-risk and those from a lower SES benefited more. Shorter, but more intensive programs, and programs that focus on social and behavioral skills, rather than on academic skills or family support, tend to produce larger effects. Taken together, these results indicate that early prevention programs can help put children on a more positive developmental trajectory that is maintained into adulthood, but there is still no convincing evidence that they can prevent adult crime. Implications of the findings for research, policy and clinical practice are discussed.
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Blended learning offers a learner-centred approach that employs both in-class learning and digital technology to facilitate online learning. Such an approach is especially advantageous to adult-learners in higher education as it meets their educational needs. However, adult-learners’ participation in blended learning programmes remains challenging due to a general lack of online interaction, and no clear teaching strategies that address this concern. Literature relating to adult-learners’ educational needs and online interaction was consulted in order to design teaching strategies that foster adult-learners’ online interaction. The aim of this study is to further validate these teaching strategies, hence a multiple case study was carried out using a mixed method approach. As such, eight teachers and sixteen students from four courses across three universities in Belgium and the Netherlands were interviewed. Additionally, a questionnaire testing a pre-defined set of variables was distributed to 84 students. The results lead to a set of validated teaching strategies that help teachers to further develop their professional skills and expertise. The teaching strategies can be grouped into three categories, namely 1) the teacher's online presence, 2) collaborative learning activities and preparatory learning activities, and 3) the distribution of learning content and learning activities across online and in-class learning. An elaborate set of validated teaching strategies is included. This study aids towards teacher professional development and adds evidence-based knowledge to teaching strategies and instructional frameworks for adult-learners in higher education.
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