results from almab 2000-2003

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Results from ALMAB 2000-2003

Mieke van Groenestijn 

Hogeschool UtrechtFaculty of Education

Lena LindenskovDanish University of Education

Department of Curriculum research

FiaTest SRL Bucuresti27th October 2006

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Goals and Action

• concrete products and valid results

• European co-operation between bodies providing adult education

• improve quality of teacher training

• further the debate of lifelong learning and contribute to the dissemination of good practice

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Grundtvig

Twofolded objective of learning:

• possibility of personal fulfilment to the individual

• and ensure active participation of all citizens in public life

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Participants

Teachers, consultants and researchers from

• Belgium, Denmark, Netherlands and Norway

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

What was done?

• Exchange of materials between countries

• Exchange of examples of good practices

By • E-mail• Yearly meeting between teachers• By internet: www.almab.dk

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

We exchanged authentic math

Because when you use elements and problems from real existing contexts, then

• it drives the learners’ motivation• it invites to interacting and co-

operation• it ensures that materials are for

adults• the problems are inviting /

challenging• more solutions to a problem will

arise

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Teachers evaluated the trying outs

• How long did the learners work with the material?

• Did the learners work individually or co-operatively?

• Did the material seem to engage?• Did the material seem to support

more than one solution method?• Describe your general impression of

the material

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Example 1 Percentages

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Task 1

• Take each others measure

• Does reality fit the picture?

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Example 2Investigate piece of art

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Task 2

• This piece of art is made of one metal tube.

• How long is this tube approximately?

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Math to do

Task 1Take each others measureDoes reality fit the picture?

Task 2This piece of art is made of one metal tube.How long is this tube approximately?

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Example 3 The washing machine

• Compare two types of washing machines– Price– Use of water– Use of electricity– Lifetime

• How many times per year does the family have to wash before it is a good investment to buy the one or the other?

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Example 4Using rain in Belgium

• How much rainwater can we collect from roof for our daily use of water?

• We need 134 liter p.p.p.d.• Year average 780 mm/m²

frontview sideview

9 m

7 m

6 m

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

How to formulate a good problem? 5

• Is there a difference in collecting water by the shape of the roof?

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Three general results

1. International collaboration motivates

2. Exchange between teachers from small countries is valuable

3. Mathematical education has a role to play in intercultural understanding

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

ALMAB publication

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

ALMAB publication• Theory

– Numeracy (van Groenestijn)– Four challenges (Lindenskov & Hermeler)– Intercultural understanding (Lindenskov)– Competences (Sormani)– Coaching model (Duin & Leek)– Dyscalculia (Berg)– Illiterate immigrants (Fernandez)

• Country contributions and comments– Belgium, Denmark, the Netherlands, Norway

• Conclusions and possible next steps

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ALMABAdult Life Mathematics

Across Borders

www.almab.dk

Six possible questions to be explored in next projects

1. What is important to learn in basic math classes for adults

2. How is learning organized3. How do adults learn mathematics 4. Which pedagogical principles are

good5. How is the process of problem

solving in basic math classes6. What qualifications does basic

maths give to ‘lifelong learning’