What's an Adult Numeracy Teacher to Teach? Negotiating the Complexity of Adult Numeracy Instruction

In this Forum article, the author addresses how to assist adults in improving mathematics and numeracy literacy. Ginsburg observes educators who strive to address their learners' educational gaps and needs are finding themselves in an environment of competing priorities and expectations that ca...

Full description

Saved in:
Bibliographic Details
Published inJournal of research and practice for adult literacy, secondary, and basic education Vol. 6; no. 1; pp. 57 - 61
Main Author Ginsburg, Lynda
Format Journal Article
LanguageEnglish
Published Commission on Adult Basic Education 2017
Subjects
Academic Standards
Adult Educators
Educational Legislation
High School Equivalency Programs
Mathematics Instruction
Numeracy
Preferences
Student Interests
Teaching Guides
Teaching Methods
Online AccessGet full text

Cover

More Information
Summary:In this Forum article, the author addresses how to assist adults in improving mathematics and numeracy literacy. Ginsburg observes educators who strive to address their learners' educational gaps and needs are finding themselves in an environment of competing priorities and expectations that can be expressed as mathematics numeracy education. What should guide the content of math/numeracy instruction in the midst of competing priorities emanating from the U.S. Department of Education, federal and state legislation, research, adult education programs or agencies, and from adult learners? Ginsburg reviews the following factors guiding the content in math/numeracy instruction: (1) College and Career Readiness Standards; (2) Workforce Innovation and Opportunity Act; (3) High School Equivalency (HSE) Tests; and (4) Adult Learners' Personal Priorities.
ISSN:2169-0480