results from almab 2000-2003
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ALMAB Adult Life Mathematics Across Borders www.almab.dk. Results from ALMAB 2000-2003. Mieke van Groenestijn Hogeschool Utrecht Faculty of Education Lena Lindenskov Danish University of Education Department of Curriculum research FiaTest SRL Bucuresti 27 th October 2006. ALMAB - PowerPoint PPT PresentationTRANSCRIPT
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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’