The goal of this study was to design and implement curricula in the Adult Basic Education classroom that aligned to the Critical Mathematics Pedagogical Framework. Specifically, this study assessed if ABE students' mathematics anxiety and mathematics self-efficacy ware affected by curricula that aligns to the Critical Mathematics Pedagogical…

The diversity of vulnerability conditions, that have prevented children and adolescents from exercising their right to school education, also produces a diversity of cultural references of the public that comes to Basic Education programs for Youth and Adults in developing countries. This diversity often forges appropriation processes of numeracy…

This paper reports on the implementation of a high level contextualized mathematics curriculum by 12 adult basic instructors in a midwestern state. The 10-week pilot curriculum embedded high level mathematics in contexts that were familiar to adult learners. Instructors' weekly online posts were coded, and the following themes emerged: (a)…

The purpose of this article was to explore the marginalization of adult mathematics learning within education. The problem is adult education subsumes adult mathematics learning under the umbrella of literacy. Literacy and numeracy compared in terms of their quantities of funding, directed projects, ERIC submissions, and published dissertations.…

A teacher's work with one adult student illustrated how the Tic-Tac-Toe Math method is effective for some students and not others. (SK)

Illustrates methods of teaching place value, multiplication, division, and metrics to adult basic education students. (SK)

While special care is needed to adapt approaches and strategies to the instructional requirements of adult populations, the innovative learning experiences inspired by the NCTM Curriculum and Evaluation Standards for School Mathematics are examples of good pedagogy that integrate nicely into an androgogical learning environment. This paper…

This curriculum guide from British Columbia is divided into five parts. Part 1, on using the guide, first explains the place of the guide in the provincial curriculum development and articulation processes. Four purposes are defined; the scope of the curriculum is outlined; and an overview of curriculum aim, learner goals, and topics is given. In…

This literature review provides a portrait of the current state of theory, instruction, assessment, and professional development of numeracy education for Adult Basic Education (ABE) students. It addresses the following five research questions by summarizing key findings from the literature: (1) How does adult numeracy develop and how does it…

Two bibliographies that review 18 books and resource materials that adult educators can use to teach mathematics in adult literacy classes are included. The materials are suggested to help teachers implement an effective, successful mathematics program, using many of the strategies recommended by the National Council of Teachers of Mathematics.…

This report describes a project that developed a "Train the Trainer" program that would enable individuals to learn and teach the alternative instructional technique, Tic Tac Toe Math, developed by Richard Cooper for adult basic education students. The pilot workshop conducted as part of the project identified problems that traditional…

A project was conducted at Reading Area Community College (Pennsylvania) to develop the basic reading, writing, and mathematics skills of students with learning disabilities, to develop the self-esteem of these students, to motivate them, and to develop a model program that could be used by other adult education providers. The project featured a…

This study explored the teaching processes in mathematics education for adults and how they are shaped by certain social and institutional forces. The study addressed three broad questions: (1) What happens in adult mathematics classrooms? (2) What do these phenomena mean for those involved as teachers or learners? and (3) In what ways do "frame…

A randomized pretest-posttest-control group design study, replicated three times, each time with 24 subjects randomly selected and assigned to either a treatment or control group of 12 subjects each, was conducted to determine the effectiveness of a modified instructional strategy for accelerative and mastery learning of basic arithmetic by a male…

Significant changes in the General Educational Development Math Test require a change in teaching methods. A structured problem-solving approach focused on applying principles and interpreting abstract data will stress process as well as content as required by the test. (SK)