Numeracy: Adult Re-Entry &Distance Education Learners

Purpose: To support the particular needs of adults returning to study and distance education learners.

References: 53, 71

1. Could the program content include:
1. An introductory module which contains discussions of past learners’ experiences of mathematics and mathematics learning together with suggestions about study strategies?
2. An introductory task which invites learners to reflect on their own past mathematics learning?
3. The presence of learning diaries which allow learners to reflect on their learning experiences associated with each module and to help maintain personal contact with their tutor?
4. A Mathematics Learning essay which invites learners to reflect on their whole mathematical learning experience in the current program, viewing any changes in attitudes and gathering together study strategies that worked, for future reference?

2. Could the program also include a video and related CD-ROM (with capability for online delivery) which enables the learners to:
1. see video clips of learners solving mathematics problems in context?
2. see video clips of learners involved in group problem-solving sessions?
3. view and hear more formal instructional sessions which could include animations?
4. participate in interactive examples?
5. test themselves and gain constructive feedback?
6. create and print a diary of personal notes and comments?

3. Is consideration given to:
1. how accessible the content is for all students, in terms of appropriate language use (correct terminology, right level for learners)? Does it accommodate the needs of second (or other) language speakers?
2. explanatory materials written initially in informal language with little mathematical jargon to make them more accessible to novice learners?
3. formal mathematical language introduced at a slow pace for novices, with links to glossaries (including written and voice-over pronunciation of mathematical symbols) or other nested explanations? [see #4]
4. content and activities grouped in small bursts to allow novice learners to experience early success and to build confidence, knowledge, and skills?
5. closed activities having fully worked solutions with problem-solving prompts to guide learners through the steps?
6. some activities, or parts of activities, allowing for diversity and originality of possible solutions?

4. What use is made of online learning principles?
1. Is use made of cognitive tools (e.g., glossary*, calculator, workbook, calendar).
2. Is there a combination of linear and non-linear learning design?
3. Is there acknowledgement of prior knowledge — an option of “have a go” section at the beginning of each module?
   

*An online glossary could function as a cognitive tool for:

1. helping to capture the conceptual structure of the domain;
2. facilitating in-depth understanding of concepts by tracing related concepts;
3. assisting in the search for related glossary entries;
4. displaying explanations and definitions at an appropriate level of detail;
5. providing a convenient and friendly interface.

5. How are mathematical content and process recorded?
1. Is there provision for paper-based components for students to record their work? (i.e., mathematical content & processes; reflective journal)?

6. What is the learning context?
1. Is there a choice of website creation or a stand-alone CD-ROM?

7. In relation to technology:
1. Is there a lack of personal expertise among inexperienced learners?
2. Are there concerns about assumptions of self-directed learning and motivation of learners?
3. Are the learners capable of working independently and monitoring their time management?
4. Can interdependence and shared responsibility, as well as other aspects of co-operative learning, be built in?
5. How well do visual internet tools enable students to avoid time-consuming calculations, and how is the saved time spent?
6. Is there appropriate and timely support for technical problems?