Abstract
I have for some time been working on the use of the term ‘numeracy’, particularly with reference to adult education research. I have identified many uses and interpretations of ‘numeracy’ in ALM proceedings and other publications. Over time I recognized the need to not only identify how ‘numeracy’ is used, but also ‘mathematics’ and ‘maths’. The first part of this paper will summarize how these terms are used, when they are used and by whom, as presented at TSG 6 (ICME-13). The second part of this paper reflects on the experience of attending ICME-13 as an adult numeracy specialist. A new research problem is developed that explores how adults are considered in mathematics education research and the term ‘non-traditional student’ is considered. The content of the ‘Scientific Program’ of ICME-13 is explored to identify research topics of relevance to non-traditional students. Further investigations reveal the extent to which the adult sector is ignored. Some comments are made on the need to redress this situation.
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Appendix
Appendix
Table of ICME-13 sessions of interest to adults’ mathematics education
Type | Title | Presenter(s) | Category | Grade | |
|---|---|---|---|---|---|
Plenary | Mathematics, education and culture: a contemporary moral imperative | Bill | Barton | Socio-cultural | High |
Plenary | “What is mathematics?” and why we should ask, where one should experience or learn that, and who can teach it | Günter M | Zigler | Popular perception | High |
Invited lecture | Connecting mathematics, community culture and place: promise possibilities and problems | Cynthia | Nicol | Socio-cultural | High |
Invited lecture | History of mathematics, mathematics education and the liberal arts | Michael | Fried | History of mathematics | Medium |
Invited lecture | Mathematical literacy and curriculum based on it—with several realizations in Japan | Yukihiko | Namikawa | Mathematical literacy | Medium |
Invited lecture | The role of storytelling in teaching mathematics | Ansie | Harding | Teaching techniques | Low |
Invited lecture | Pacific ethnomathematics: navigating ancient wisdom and modern connections | Linda | Furuto | Socio-cultural | High |
Invited lecture | ICMI 1966–2016, a double insiders’ view of key issues from the last half century of the international commission | Bernard R Mogens | Hodgson Niss | Mathematics education | Low |
Survey | Conceptualisation of the role of competencies, knowing and knowledge in mathematical education research | Mogens | Niss | Meta theories | High |
Affiliated org | HPM: International study group on the relations between history and pedagogy of mathematics | Luis Fulvia | Radford Furinghetti | History of Mathematics | High |
Discussion group | Mathematical teacher noticing: expanding the terrains of this hidden skill of teaching | Ben Heng | Choy | Teaching techniques | Low |
Discussion group | National and international investment strategies for mathematics education | Joan | Ferrini-Mundy | Education opportunities | Low |
Discussion group | Transition from secondary to tertiary education | Gregory | Foley | Tertiary education | Medium |
Discussion group | Mathematics in contemporary art and design as a tool for math-education in school | Dietmar | Guderian | Mathematics and creativity | High |
Discussion group | Theoretical frameworks and ways of assessment of teachers’ professional competencies | Johannes | Koenig | Teacher training | Medium |
Discussion group | Applying contemporary philosophy in mathematics and statistics education: the perspective of inferentialism | Kate | Mackrell | Teacher training | Medium |
Discussion group | How does mathematics education evolve in the digital era? Discussing a vision for mathematics education | Dragana | Martinovic | Teaching techniques | Low |
Discussion group | Mathematics Houses and their impact on mathematics education | Ali Peter | Rejali Taylor | Education opportunities | Low |
Discussion group | Current problems and challenges in non-university tertiary mathematics education (NTME) | James | Roznowski | Tertiary education | High |
Discussion group | Creativity, Aha! Moments and teaching -research | Hannes | Stoppel | Creativity | Low |
Discussion group | Sharing experiences about the capacity and network projects initiated by ICMI | Alphonse | Uwerwabayeho | Education opportunities | High |
Discussion group | White supremacy, anti-black racism, and mathematics education: local and global perspectives | Luz | Valoyes-Chavez | Socio-cultural | High |
Discussion group | Research on non-university tertiary mathematics | Claire | Wladis | Tertiary education | High |
Topic study groups | |||||
TSG 2* | Mathematics education at tertiary level | Victor | Giraldo | Tertiary education | Low |
Chris | Rasmussen | ||||
TSG 3 | Mathematics education in and for work | Geoff | Wake | Work/vocational | High |
Diana | Coben | ||||
TSG 6* | Adult learning of mathematics—lifelong learning | Jürgen | Maaß | Adults and lifelong learning | |
Pradeep Kumar | Misra | ||||
TSG 7 | Popularisation of mathematics | Christian | Mercat | Popular perception | Medium |
Patrick | Vennebush | ||||
TSG 23 | Mathematical literacy | Ido | Gal | Mathematical literacy | Medium |
Hamsa | Venkat | ||||
TSG 24 | History of the teaching and learning of mathematics | Fulvia | Furinghetti | Mathematics education | Low |
Alexander | Karp | ||||
TSG 25* | The role of history of mathematics in mathematics education | Costas | Tzanakis | History of mathematics | Medium |
Xiaoqin | Wang | ||||
TSG 28* | Affect, beliefs and identity in mathematics education | Markku | Hannula | Meta theories | High |
Francesca | Morselli | ||||
TSG 29 | Mathematics and creativity | Dace | Kuma | Creativity | Medium |
Demetra | Pitta-Pantazi | ||||
TSG 31 | Language and communication in mathematics education | Judit | Moschkovich | Communication | Medium |
David | Wagner | ||||
TSG 32 | Mathematics education in a multilingual and multicultural environment | Richard | Barwell | Socio-cultural | Medium |
Anjum | Halai | ||||
TSG 33 | Equity in mathematics education (including gender) | Bill | Atweh | Socio-cultural | Low |
Joanne Rossi | Becker | ||||
TSG 34* | Social and political dimensions of mathematics education | Murad | Jurdak | Socio-cultural | Medium |
Renuka | Vithal | ||||
TSG 35* | Role of ethnomathematics in mathematical education | Milton | Rosa | Socio-cultural | High |
Lawrence | Shirley | ||||
TSG 51 | Diversity of theories in mathematics education | Tommy | Dreyfus | Meta theories | Medium |
Anna | Sierpinska | ||||
TSG 53* | Philosophy of mathematics education | Paul | Ernest | Meta theories | High |
Ladislav | Kvasz | ||||
TSG 54* | Semiotics in mathematics education | Norma | Presmeg | Meta theories | Medium |
Luis | Radford | ||||
TSG nn* | These Topic Study Groups had Topical Surveys published as part of the preparation for the conference | ||||
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Kaye, D. (2018). Defining Adult and Numeracy: An Academic and Political Investigation. In: Safford-Ramus, K., Maaß, J., Süss-Stepancik, E. (eds) Contemporary Research in Adult and Lifelong Learning of Mathematics. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-96502-4_2
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