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The crisis around teaching and learning of mathematics and its use in everyday life and work relate to a number of issues. These include: The doubtful transferability of school maths to real life contexts, the declining participation in A level and higher education maths courses, the apparent exclusion of some groups, such as women and the aversion of many people to maths. This book addresses these issues by considering a number of key problems in maths education and numeracy:
*differences among social groups, especially those related to gender and social class
*the inseparability of cognition and emotion in mathematical activity
*the understanding of maths anxiety in traditional psychological, psychoanalytical and feminist theories
*how adults' numerate thinking and performance must be understood in context.
The author's findings have practical applications in education and training, such as clarifying problems of the transfer of learning, and of countering maths anxiety.
- Sales Rank: #12270002 in Books
- Brand: Brand: Routledge
- Published on: 2000-12-28
- Original language: English
- Number of items: 1
- Dimensions: 9.02" h x .88" w x 5.98" l, 1.32 pounds
- Binding: Hardcover
- 320 pages
- Used Book in Good Condition
Review
'Jeff Evans' book is a welcome contribution to the developing literature on adults learning mathematics and a worthy addition to Paul Ernest's excellent Studies in Mathematics Education series.' - Diana Cohen, Studies in the Education of Adults
'Evans' intellectual journey is stimulating, challenging and ongoing, for him and other researchers and practitioners.' - Diana Cohen, University of Nottingham
'I welcome this book written for anybody interested in adults' relationship to mathematics ... valuable reflections for changing practice including making contexts for learning more student friendly, and extending the scope of numeracy to be empowering in learners' lives ... With his interdisciplinary study, Jeff Evans has given us multiple perspectives on the very complex issue concerning mathematics thinking and emotions.' - Tine Wedege, ALM Newsletter May 2001
'I felt as if I was visting old friends as the contributions of various significant mathematics educators to the field were respectfully considered and incorporated into the work ... Jeff Evans provides a tour of the literature pertaining to mathematics acquistion and transfer over the last 20 years ... I should think that teachers of mathematics to adults will welcome the section in the concluding chapter, Adult-friendly contexts for learning, in which suggestions for effective learning are made. Those concerned to underpin experience with some theory before embarking on their own research will find it a publication which marks out the territory admirably.' - Pat Drake, British Educational Research Journal
'This book can be recommended for a range of audiences beyond those in adult mathematics education. It displays a throroughness of approach in the detailed, justified use and interplay of both quantitative and qualitative research tools and methodologies. This makes it a valuable addition to the libraries of research students and their lecturers/supervisors ... This careful study of adults' numerate practices, building on and extending research from respected authors, highlights as never before the integral role played by the emotions in the mathematical thinking of people of all ages. It provides a salient reminder of the importance of our interactions as mathematics educators for all with whom we come into contact, formally or otherwise.' - Gail E. FitzSimons, Mathematics Education Research Journal
From the Back Cover
The perpetual concerns around the teaching and learning of mathematics and its use in work and everyday life, relate to a number of issues:
-- doubts about the transferability of school learning to outside settings
-- declining participation in A-level and higher education mathematics courses
-- under-representation of certain groups, such as females, in mathematics study
-- the aversion of many people to mathematics generally
This book addresses these issues through investigating the following:
-- the ways in which numerate thinking and performance of adults are context-related
-- the inseparability of thinking and emotion, and the consequent ways in which mathematical activity is emotional, and not simply cognitive
-- the understanding of mathematics anxiety in psychological, psychoanalytical and feminist theories
-- social differences in mathematics performance, anxiety and confidence
Drawing on works such as those of Jean Lave and Valerie Walkerdine, and ideas for poststructuralism and psychoanalysis, this volume shows ways of reconceptualising current debates in mathematics education, including its psychological and sociological aspects. It points to ideas for practical applications in education and training, such as clarifying the problems with the transfer of learning, and countering mathematics anxiety. It also illustrates a number of ways of fruitfully combining quantitative and qualitative methodologies in educational research.
About the Author
Jeff Evans is Principal Lecturer in Social Statistics at Middlesex University, and teaches social and business statistics and research methods. A graduate of the Universities of Waterloo(Canada) and London, he has also prepared course materials for the Open University. His research interests include: contexts and 'transfer' of knowledge and learning, especially among adults; mathematical thinking and emotion; the public understanding of mathematics and statistics; and bringing together quantitative and qualitative methodologies in social and educational research. He has given talks and published widely in all these areas, and is co-editor of Demystifying Social Statistics (Pluto, 1979)
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