Preparatory Adult Education in Denmark: Some basic ideas and some dilemmas. EMMA Study Visit Copenhagen 9 – 12 May 2007 Lena Lindenskov 10 May 2007, DPU. The study visit shows stories and voices at three levels.
EMMA Study Visit Copenhagen 9 – 12 May 2007
10 May 2007, DPU
1. course for adultsLet them play at home - flexible organisation in space
2. Flexible organisations in time
3. Special economical support
4. Pre-test as a possibility (!)
5. Non-compulsory national examination (!)
6. Requiring special education for teachersTo oblige adult participants as co-citizens is institutionalised as:
Anthropological studies (Alan Bishop and others) course for adults
Research on adults’ learning and thinking about education and learning
Curriculum from other countries
The numeracy operational model (Lindenskov & Wedege, 2001; Wedege 2004) :
- situation context
- personal intention
- media and data
- mathematical knowledge and activities (2004)LL&TW’s inspiration for curriculum development which countermeasures the invisibilities
Lindenskov, Lena (2004). Aviser i matematikundervisningen – hvorfor og hvordan?: - matematisk opmærksomhed med og mod avisen som medie. I: LAMIS Sommerkurs-rapport 2003(s. 58-82). Trondheim: Norwegian Centre for Mathematics Education.
Lindenskov, Lena; Wedege, Tine (2001). Numeracy as an Analytical Tool in Adult Education and Research. Centre for Research in Learning Mathematics, Publication no.31, Roskilde University.
Wedege, Tine (2004). Lifelong learning of mathematics, focus on adult education. In Stedøy, Ingvill M. (ed.) Mathematics Education – The Nordic Way. A Pre ICME-10 production (pp.41-50). Trondheim: Norwegian Centre for Mathematics Education.
Wedege, Tine (2006). Numeracy as a tool in adult mathematics education: success or failure? To be published in Bergsten, C. (eds.) Proceedings from the fifth seminar on research in mathematics education. MADIF 5. Linköping: SMDF.