INTRODUCTION TO

TEACHING MATH

TO ADULT

STUDENTSIn Adult Basic Education &

High School Equivalency Programs

Presented by:

Rachel Gamarra

Arlington Reads

Arlington Public Library

Why Teach Math to Adults?

“…numeracy is the

one skill revealed to

be highly associated

with employability.”

-Myrna Manly

THE ADULT STUDENT

• The adult student is ALWAYS in charge of their learning.

• The student decides:

• Their level of participation.

• Whether or not they will cooperate.

• How to make the class work for them.

• Whether or not they will continue studying.

Principle of androgogy: Learners are self-directed &

autonomous.

THE ADULT STUDENTDevelopmental Period Age Group Task

Early adult transition 17-22 Explore possibilities and make

tentative commitments.

Entering the adult world 22-29 Create first major life structure.

Age 30 transition 29-33 Reassess life structure.

Settling down 33-40 Create second life structure.

Midlife transition 40-45 Ask “what have I done with my life?”

Entering middle adulthood 45-50 Create new life structure.

Age 50 transition 50-55 Minor adjustments to middle life

structure.

Combination of middle adulthood 55-60 Build second middle life structure.

Late life transition 60-65 Prepare for retirement and old age.

Late adulthood 65+ Create late life structure and deal with

declines of old age.

-LEVINSON’S LIFE TASK DEVELOPMENTAL MODEL-

INSTRUCTOR TIP #1

1) Acknowledge that the adult student is responsible for

their own learning. They are free to participate or not

participate at will.

2) Do not involve yourself in a power struggle with the

student. It is a no-win situation for you and your

students.

3) Foster an atmosphere of group cooperation in order

to build allies to help you manage the challenges of a

difficult student.

“MATH PHOBIA!”

COMMON “MATH PHOBIC” BELIEFS

• Math is mainly arithmetic!

• Math is a lot of memorization!

• You must follow the procedures set down by the

teacher or textbook only!

• Every problem has only one answer!

• You have to be a genius to do math!

• I hate math!

Source: http://literacy.kent.edu/Oasis/Resc/Educ/comcon.html

REASONS FOR “MATH PHOBIA” IN

ADULTS• Traditional schooling has taught the adult to be a

dependent learner.

• Previous failure in math courses.

• Negative messages from family members and

teachers.

• The conditioned belief that they are “not a math

person.”

• Inadequate tools and experiences to help manage

frustrations associated with challenging math

concepts.

Principle of androgogy: Self-concept of the learner.

INSTRUCTOR TIP #2How to mitigate “Math Phobia”:

1) Emphasize sense-making by demystifying

mathematical processes and procedures.

2) Promote collaborative work with peers so students

can discuss & experiment with alternative strategies.

3) Be accepting of mistakes and discuss them openly!

4) Coach students to become flexible problem solvers.

5) Ask students to explain why they are doing what they

are doing to another student or instructor.

ANDRAGOGICAL ASSUMPTIONS FOR

WHY ADULTS LEARN MATH:

1. READINESS TO LEARN

• The adult student must have a need to

learn math in order to solve real-life

problems.

2. ORIENTATION TO LEARNING

• Adults are life, task and problem-

centered in their orientation to learning.

3. MOTIVATION TO LEARN

• Increased job satisfaction, self-esteem,

and quality of life.

REASONS FOR LEARNING MATH• Family or Personal: as a parent, household manager,

consumer, financial and health-care decision maker, and

hobbyist.

• Workplace: as a worker able to perform tasks on the job

and to be prepared to adapt to new employment demands.

• Further Learning: as one interested in the more formal

aspects of mathematics necessary for further education or

training.

• Community: as a citizen making interpretations of social

situations with mathematical aspects such as the

environment, crime and politics.

Source: National Center for the Study of Adult Learning and Literacy (NCSALL)

INSTRUCTOR TIP #3

1) Use real-life examples or situations the adult student

may encounter at home or work:

• Example: Replacing a refrigerator in a small kitchen.

• Skills needed: conceptual understanding of measurement,

percentages, fractions, and volume in addition to reasoning,

formulation of mathematical problems, estimation, the

willingness to perform the task with math.

• Reasons: Measuring space, determining fit, comparison

shopping for sales & discounts, finding the best financing

options, finding the best refrigerator at the best value, to be

able to evaluate and find solutions to the problem.

Source: National Center for the Study of Adult Learning and Literacy (NCSALL)

INSTRUCTOR TIP #3 (CONT.)

2) Develop mathematical vocabulary from meaningful

use instead of from worksheets or vocabulary lists.

3) Help adults to make connections to what they already

know and what they need to know (schema building).

4) Invite students to participate in the decision making

process.

• Example: discussing , choosing, and testing the mathematical

strategies they think will work.

5) Use activities that build self-esteem, self-confidence

and a sense of accomplishment.

TRY THIS! A CLASSROOM

ACTIVITY:Opening Quiz:

• Before regular instruction

begins.

• 3-10 math problems (harder

content has fewer questions

than easier content).

• Timed activity (5-10

minutes).

• Multiple choice.

• Individual work.

• Students must show work (if

calculator is used, they must

show the steps).

Purpose:

• The instructor is able to test for

prior knowledge.

• The instructor can evaluate

student mastery of content

covered in the previous day’s

class.

• The instructor can see the

student’s thought process.

• Students can see what they are

doing right or where they begin

to make mistakes.

• The class can discuss and

review common mistakes

together.

• Students are prepared for

standardized tests.

WHEN IS IT A LEARNING DISABILITY?

LEARNING DISABILITIES

Learning disabilities usually fall within four broad categories:

• Spoken language-listening and speaking

• Written language-reading, writing, and spelling

• Arithmetic-calculation and concepts

• Reasoning-organization and integration of ideas and thoughts

Learning disabilities may also be present along with other

disabilities, such as mobility or sensory impairments. Often people

with Attention-Deficit Disorder (ADD) or Attention-

Deficit/Hyperactivity Disorder (ADHD) also have learning disabilities.

Source: DO-IT, University of Washington.

DYSCALCULIAA person with Dyscalculia has difficulty understanding and using

math concepts and symbols. Signs of dyscalculia may include:

• Mistakes such as number additions, substitutions,

transpositions, omissions, and reversals in writing,

reading, and recalling numbers.

• Difficulty with abstract concepts of time and

direction.

• Inconsistent results in addition, subtraction,

multiplication, and division.

• Difficulty remembering math facts, concepts, rules,

formulas, sequences, and procedures.

Source: DO-IT, University of Washington.

DYSCALCULIA (CONT.)Signs of dyscalculia may include:

• Inconsistent mastery of math facts.

• Difficulty with left and right orientation.

• Difficulty following sequential procedures and

directions in math steps.

• Slowness in understanding math concepts in word

problems.

• Confusing operations signs or performing them in

wrong order.

Source: DO-IT, University of Washington.

FINDING ASSISTANCE FOR LEARNING

DISABLED ADULTS…

• The Learning Center of North Texas (TCAELC) provides

Assessment Services for adults who may need formal

accommodations on standardized testing.

• Teachers or administrators who notice that a student is struggling

should call the Adult Services Division of TCAELC to arrange a

screening interview.

• VISIT: www.tlcnt.org for more information on assessment services

and resources through TCAELC.

• VISIT: http://www.gedtestingservice.com/testers/computer-

accommodations for more information on available G.E.D. testing

accommodations for qualified individuals.

Source: TCAELC.

HELPFUL RESOURCES FOR

INSTRUCTORS:National Center for the Study of Adult Literacy

• http://www.ncsall.net/index.php@id=14.html

The Alliance for Students with Disabilities in Science, Technology,

Engineering, and Mathematics

• http://www.washington.edu/doit/Stem/articles?251

The Learning Center of North Texas

• http://www.tlcnt.org/

National Center for Learning Disabilities

• http://www.ncld.org/

Adult Numeracy Network

• http://adultnumeracynetwork.org/links.html

OTHER SOURCES CITED:

Manly, Myrna, and Lynda Ginsburg. "NCSALL: Focus on Basics."

Editorial. NCSALL: Focus on Basics. National Center for the Study

of Adult Basic Education, May 2008. Web. 19 Dec. 2014.

<http://www.ncsall.net/index.html@id=31.html>.

Smith, Carter. "How Do Adults Learn." How Do Adults Learn.

Slideshare, 17 Jan. 2008. Web. 19 Dec. 2014.

<http://www.slideshare.net/carterfsmith/how-do-adults-learn>.