Specific quality criteria for research on adults learning mathematics?

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Specific quality criteria for research on adults learning mathematics?

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Publication Article, peer reviewed scientific
Title Specific quality criteria for research on adults learning mathematics?
Author(s) Wedege, Tine
Date 2009
English abstract
Since 1997, the identity of the research field of adults learning mathematics has been debated; the research field has grown in quantity and quality; and the research forum Adults Learning Mathematics (ALM) has established an international journal. In practice, the researchers answer the question about identity and quality of research papers in committees, in editorial teams or as referees in journals. The purpose of this article is to create a starting point for a debate, based on quality criteria in the field of mathematics education research, on specific criteria to locate quality of research papers on practice-related educational research in the field of adults learning mathematics. Following general criteria in mathematics education any research paper has to explain and present its own problematique explicitly i.e. define the problem field and the theoretical/methodological/philosophical approach of the study reported. Additional criteria specific to the field of adults learning mathematics are suggested, namely, the author should position themselves by answering the following three questions: (1) What is adult mathematical knowledge (or adult numeracy)? (2) How do adults learn mathematics? (3) Why teach mathematics to adults?
Link http://www.alm-online.net/images/ALM/journals/almij-volume4_1_mar2009.pdf?7c979684e0c0237f91974aa8acb4dc29=13ndbsvmcsion1kmn8abl8svb6 (external link to publication)
Host/Issue Adults Learning Mathematics – an International Journal;1
Volume 4
ISSN 1744-1803
Pages 6-15
Language eng (iso)
Subject(s) quality criteria
research paper
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Research Subject Categories::MATHEMATICS
Handle http://hdl.handle.net/2043/8704 (link to this page)

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