1. 1 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

2. 2 ALMAB Adult 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

3. 3 ALMAB Adult 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

4. 4 ALMAB Adult Life Mathematics Across Borders www.almab.dk Participants Teachers, consultants and researchers from Belgium, Denmark, Netherlands and Norway

5. 5 ALMAB Adult 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

6. 6 ALMAB Adult 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

7. 7 ALMAB Adult 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

8. 8 ALMAB Adult Life Mathematics Across Borders www.almab.dk Example 1 Percentages

9. 9 Task 1 Take each others measure Does reality fit the picture?

10. 10 ALMAB Adult Life Mathematics Across Borders www.almab.dk Example 2 Investigate piece of art

11. 11 Task 2 This piece of art is made of one metal tube. How long is this tube approximately?

12. 12 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?

13. 13 ALMAB Adult 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?

14. 14 ALMAB Adult Life Mathematics Across Borders www.almab.dk 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 frontview sideview 9 m 7 m 6 m

15. 15 ALMAB Adult 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?

16. 16 ALMAB Adult 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

17. 17 ALMAB Adult Life Mathematics Across Borders www.almab.dk ALMAB publication

18. 18 ALMAB Adult 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

19. 19 ALMAB Adult 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 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’