Review of Research on Adults Learning Mathematics

What Counts as Mathematics?

“…Such perceived irrelevance often causes adults to drop out of programs and forsake their occupational preparation. (p. 55) The consequences of dropping out can be quite serious to the learner, both in terms of psychological impact on identity and in real threats to their security of employment (FitzSimons & Godden, 2000). At the macro level there are economic costs to society, among other things, in the educational opportunity foregone.…”

“…There are documented examples of research concerning the teaching and learning of mathematics at university in Australia and overseas (e.g., FitzSimons, 1996c;FitzSimons & Godden, 2000). But where in Australia can one find equivalent published research pertaining to teaching and learning in the VET sector?…”

“…That is, on the evidence from enrolment applications, they appear to have attained fewer formal mathematical achievements and qualifications. Many adult students, old and young, are surprised to be confronted by mathematics-type subjects or subject components at the post-compulsory level; this applies not only to vocational students but also to university students who may be required to study statistics -for example in psychology, social science and business studies courses (see, for example, FitzSimons 1996c; FitzSimons & Godden, 2000).…”

“…In the particular case of mathematics there is a considerable body of research available on general and specific workplace considerations (e.g., Bessot & Ridgway (Eds. ), 2000) the characteristics and needs of adult learners (e.g., FitzSimons & Godden, 2000), and mathematics curriculum, assessment and teaching issues for proximal and distance education that could be utilised for the benefit of all stakeholders. Why is it that these burgeoning areas of research in relation to mathematics education appear to be all but ignored in the Australian VET sector?…”

Sources of students’ frustration in pre-university level, prerequisite mathematics courses

“…The study belongs to the area of research on affect 1 in mathematics education (for surveys of this area, see Reyes 1984;McLeod and Adams 1989;McLeod 1992;Malmivuori 2001;Zan et al 2006;Smith III and Star 2007), particularly in relation to adults learning (FitzSimons 1994a, b;FitzSimons et al 1996;FitzSimons and Godden 2000;Evans 2000). In this area, attitudes toward mathematics and beliefs about mathematics have received more attention than emotions.…”