Unlatching the gate
Subtitle: helping adult students learn mathematics
By: Katherine Safford-Ramus
Publisher: Xlibris Corp
Published: 2008
Place of publication: [Place of publication not identified]
Language: eng
Number of pages: 186
ISBN-13: 9781436351201; 9781436351218
Subjects: Adult education; Mathematics; Study and teaching; Education (Continuing education); Matematikundervisning; Vuxenundervisning
Description: This book was written for the thousands of adult education and post-secondary mathematics educators who teach the five million adults studying mathematics in the United States each year. It summarises the major learning theories from educational psychology, adult education, and mathematics education as well as research in adult mathematics education that can inform their classroom practice. Table of contents: * Chapter 1: The adult mathematics education system (The students. The instructional settings. The teachers) * Chapter 2: Human learning (Learning theories. Behaviorism. Cognitivists. Social learning theory. Information-processing theory. Constructivism. Contemporary issues in cognition. Learning styles. Multiple intelligences. Brain research. Affective factors) * Chapter 3: Adult learning. Introduction (Humanist orientation. Adult learning theory. Ethics and adult learning. The adult teacher - learner relationship. Cognitive development. Diversity. Perspectives. Student perspectives. Teacher perspectives) * Chapter 4: Mathematics education theory (Standards 2000. Pertinent topics -- understanding. Problem solving skills -- real world problems. Critical thinking. Cooperative learning. Problem-centred curriculum. Alternate assessment. Technology. Mathematicians' perspectives. Maths anxiety) * Chapter 5: Informed by research (Adult students. Teachers. Environment. Course materials. Conducting the class. Content -- real world problems. Pace. Learning style. Intervention strategies. Assessment. Institutional issues) * Chapter 6: The road ahead (What do we know? What can we do? What is the place of technology? What mathematics do adults need to know? How can we better align ABE, GED, and developmental mathematics? What about special needs populations? How do we change the adult mathematics classroom? Ethical issues. Perspectives).
Notes: Includes bibliographical references and index.