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In this framework I have drawn largely on social-cultural-historical activity theory and to a lesser extent on the work of Basil Bernstein, together with an extensive reading of the literature, in order to design an evaluative framework for the teaching of mathematics/numeracy to adult learners. This framework is intended as a support for designers, including teachers, in order to help them pose reflective questions as they undertake the process of design for a particular cohort of learners with a certain concept of the outcomes they would like to achieve. On the other hand, the framework may be used by potential users to evaluate educational products that they have already purchased or are considering for purchase.
The framework is composed of several sections, with short files — generally 2 pages in length. The first section contains three files. Two files, AT1 & BN1, deal with broad theoretical frameworks, followed by a Context file identifying issues with rules and the division of labour.
The next section focuses on the learner. Six files address identity, cultural and language issues, learning design, community, pedagogical principles, and assessment in general.
The following section focuses on mathematics and numeracy. Ten files address: numeracy assessment, mathematics content design, numeracy definitions, school mathematics content, generic competency content, mathematics for life skills, general mathematics content and processes, workplace content and processes, workplace systems thinking, learning at work, and adult re-entry & distance education learners.
The technology section addresses technology as the object of instruction, with two files taking a theoretical approach, followed by another ten files which address the use of technology as a tool for learning. These include activity theory perspectives, critical perspectives, distributed learning, learner-computer interaction, online learning design, macromedia, cultural/values issues, and web utilisation.
In order to make the framework more user-friendly I have organised the Evaluative Framework into six major categories, based on the Engeström triangle: Subject, Object, Mediating Artefacts, Rules, Community, and Division of Labour. (See Theoretical Structure for elaboration.) The hypertext allows you to locate the particular questions within the relevant files. It is also possible to use the ‘find’ function to locate certain keywords.
I have also included a list of 82 references which are identified by number on my original master file. Internationally there are ongoing debates about the distinctions between mathematics and numeracy, and my own position is made clear in articles #28 & 32, as well as on the EMMA portal:
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