A willing suspension of disbelief?: 'Contexts' and recontextualisation in adult numeracy classrooms

Oughton, Helen M. (2009) A willing suspension of disbelief?: 'Contexts' and recontextualisation in adult numeracy classrooms. Adults Learning Mathematics: An International Journal, 4 (1). pp. 16-31. ISSN 1744-1803

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Abstract

While a substantial body of research suggests that adult numeracy and literacy learners possess funds of knowledge and informal practices, it is not always clear to what extent these might be used in teaching and learning. In this study of linguistic interaction in adult numeracy classrooms, analysis of naturally-occurring student-student collaborative discourse is used to argue that mathematical word problems, even when designed for adults, do not draw on these funds of knowledge and out-of-classroom practices, and instead require a 'willing suspension of disbelief' by learners. Nonetheless, the adult students show a sophisticated level of metacognition and skill in handling the word-problem genre which might indeed be acknowledged as part of their funds of knowledge.

Item Type: Article
Additional Information: Article published in Adults Learning Mathematics: An International Journal, 4 (1) (2009) pp. 16-31.
Uncontrolled Keywords: Adult numeracy, mathematical word problems, funds of knowledge, classroom discussion, discourse analysis
Divisions: School of Education and Psychology > Education
Depositing User: Scott Wilson
Date Deposited: 26 Nov 2013 12:36
Last Modified: 07 Apr 2014 12:58
URI: http://ubir.bolton.ac.uk/id/eprint/187

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