Perspectives on Adults Learning Mathematics 2000
DOI: 10.1007/0-306-47221-x_1
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Cited by 3 publications
(4 citation statements)
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“…In designing the project, we were cognisant of research on the development of adult numeracy that demonstrates the value of embedded instruction (Coben et al, 2000;Taylor & Galligan, 2006). We also took account of research that indicates 'expert' knowledge is characterised by the capacity to see connections and to transfer ideas across contexts and that this capacity is developed through experience with ideas across a range of settings (Bransford, Brown, & Cocking, 1999).…”
Section: Methodsmentioning
confidence: 99%
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“…In designing the project, we were cognisant of research on the development of adult numeracy that demonstrates the value of embedded instruction (Coben et al, 2000;Taylor & Galligan, 2006). We also took account of research that indicates 'expert' knowledge is characterised by the capacity to see connections and to transfer ideas across contexts and that this capacity is developed through experience with ideas across a range of settings (Bransford, Brown, & Cocking, 1999).…”
Section: Methodsmentioning
confidence: 99%
“…The literature on the development of numeracy in adults, which we are calling mathematical and statistical thinking, indicates it involves a combination of competence in the relevant knowledge and skills; confidence in evaluating, accessing and using the mathematical ideas appropriate to a particular situation; and critical awareness of the mathematical thinking embedded in an activity (Coben et a., 2000). Coben and colleagues state that critical awareness includes the person's appreciation of their own mathematical thinking and learning needs.…”
Section: What Is Involved In Mathematical and Statistical Thinking?mentioning
confidence: 99%
“…The discourse of deficit thinking has been documented in a variety of contexts (Coben, FitzSimons, & O'Donoghue, 2000;Duranczyk et al, 2004;Valencia, 2010) and students in developmental mathematics classes are frequently viewed as deficient with respect to the course content. In the course of my professional work, it felt as if placing the cause of failure on our perceptions of students' deficits halted any discussion of what we as teachers or as an institution might do to improve students' experiences and learning in our mathematics classrooms.…”
Section: Situating the Researcher Within The Researchmentioning
confidence: 99%
“…[ Designing an individual goal for David's continued numeracy development. Coben, FitzSimons, and O'Donoghue (2000 ) suggest that the numeracy of everyday activities is inextricably intertwined with the goals and purposes of the activities and the social context in which the activity takes place. They also argue that numeracy for adults "has the potential for empowerment, even emancipation" (p. 5).…”
mentioning
confidence: 99%