Lifelong Mathematics Learning--A Threat or an Opportunity? Some Remarks on Affective Conditions in Mathematics Courses

Autor/in	Schlöglmann, Wolfgang
Titel	Lifelong Mathematics Learning--A Threat or an Opportunity? Some Remarks on Affective Conditions in Mathematics Courses
Quelle	In: Adults Learning Mathematics, 2 (2006) 1, S.6-17 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-1803
Schlagwörter	Lifelong Learning; Mathematics Education; Adult Learning; Learning Motivation; Emotional Response; Adult Education; Foreign Countries; Questionnaires; Student Attitudes; Interviews; Statistical Analysis; Environmental Influences; Economic Factors; Work Environment; Role of Education; Austria + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Mathematische Bildung; Adulte education; Adult training; Erwachsenenbildung; Motivation for studies; Lernmotivation; Emotionales Verhalten; Adult; Adults; Education; Adult basic education; Ausland; Fragebogen; Schülerverhalten; Interviewing; Interviewtechnik; Statistische Analyse; Environmental influence; Umwelteinfluss; Ökonomischer Faktor; Arbeitsmilieu; Bildungsauftrag; Österreich
Abstract	In the last decades of the 20th century lifelong learning became a key concept for solving social and economic problems in highly industrialized countries. Lifelong learning was the societal response to conditions in a rapidly changing economic world. Humans have always learned in the normal course of their lives, but this learning was informal. Modern conditions require formal education in formal courses with a controlled output. In many reports by international organizations lifelong learning is seen as a necessity and also as an opportunity for adult learners. But does this picture reflect the affective situation of all adults in mathematics courses? Many adult learners in mathematics courses are unemployed, and instead of being willing participants, they were forced into courses which include mathematics as a compulsory component. They have not chosen to participate in a learning program. This paper discusses the motives of adult learners for pursuing mathematics courses, as well as their emotional state in these courses, by using the results of a previous empirical study of the state of mathematics education within the Austrian adult education system. (As Provided).
Anmerkungen	Adults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01