Results from
ALMAB 2000-2003
Mieke van Groenestijn
Hogeschool Utrecht
Faculty of Education
Lena Lindenskov
Danish University of Education
Department of Curriculum research
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
FiaTest SRL Bucuresti
27th October 2006
1
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
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
2
Grundtvig
Twofolded objective of
learning:
• possibility of personal
fulfilment to the
individual
• and ensure active
participation of all
citizens in public life
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
3
Participants
Teachers, consultants and researchers
from
• Belgium, Denmark, Netherlands and
Norway
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
4
What was done?
• Exchange of materials between
countries
• Exchange of examples of good
practices
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
By
• E-mail
• Yearly meeting between teachers
• By internet: www.almab.dk
5
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
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
6
Teachers evaluated
the trying outs
• How long did the learners work with the
material?
• Did the learners work individually or cooperatively?
• Did the material seem to engage?
• Did the material seem to support more
than one solution method?
• Describe your general impression of the
material
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
7
Example 1
Percentages
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
8
Task 1
• Take each others measure
• Does reality fit the picture?
9
Example 2
Investigate piece of art
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
10
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 1
Take each others measure
Does reality fit the picture?
Task 2
This piece of art is made of one metal
tube.
How long is this tube approximately?
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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?
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
13
Example 4
Using 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
7m
6m
9m
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
14
frontview
sideview
How to formulate
a good problem? 5
• Is there a difference in collecting water
by the shape of the roof?
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
15
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
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
16
ALMAB publication
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
17
ALMAB publication
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
• 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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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 organized
3. How do adults learn mathematics
4. Which pedagogical principles are good
5. How is the process of problem solving
in basic math classes
6. What qualifications does basic maths
give to ‘lifelong learning’
ALMAB
Adult Life Mathematics
Across Borders
www.almab.dk
19