Instructional Strategies for Teaching Adult Numeracy Skills. [Report No.: NCAL-TR-96-02

Autor/inn/en	Ginsburg, Lynda; Gal, Iddo
Institution	National Center on Adult Literacy, Philadelphia, PA.
Titel	Instructional Strategies for Teaching Adult Numeracy Skills. [Report No.: NCAL-TR-96-02
Quelle	(1996), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Adult Literacy; Classroom Techniques; Computation; Evaluation Methods; Mathematics Instruction; Mathematics Skills; Numeracy; Problem Solving; Skill Development; Student Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rechenkompetenz; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report identifies 13 instructional strategies for teaching adult numeracy skills that address issues of assessment, development of mathematical skills, and development of problem-solving skills. The rationale and suggestions regarding the following 13 instructional principles are described: address and evaluate attitudes and beliefs about learning and using math; determine what students already know about a topic before starting instruction; develop understanding by providing opportunities to explore ideas with representations and hands-on activities; encourage development and practice of estimation skills; emphasize mental math as a legitimate alternative computational strategy and encourage development of mental math skills; view computation as a tool for problem solving; encourage use of multiple solution strategies; develop students' calculator skills and foster familiarity with computer technology; provide opportunities for group work; link numeracy and literacy instruction; situate problem-solving tasks within meaningful, realistic contexts; develop students' skills in interpreting numerical or graphical information in documents and text; and assess a broad range of skills, reasoning processes, and dispositions, using a range of methods. A final section discusses implications, namely that their implementation will necessitate a reevaluation and redefinition of teachers' roles within the classroom and will require both collegial and institutional support. (Contains 33 references.) (YLB)
Anmerkungen	National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR96-02).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01