[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588556-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588556-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","accreditation-not-aggravation-action-research-project-on-adult-numeracy-communication-skills","Accreditation not Aggravation - Action Research Project on Adult Numeracy Communication Skills","","This paper describes an action research project focused on improving adult learners’ mathematical communication skills. It examines activities designed to strengthen how learners describe facts, choose vocabulary, and present and write explanations in numeracy contexts for accreditation. A subsequent case study illustrates how educational technology can help learners and tutors address communication difficulties about numeracy, build confidence, and enhance skills in a rapidly changing learning environment. Key findings relate to developing clarity and evidencing learning needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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problem does the paper address in adult numeracy learning?","Question",{"text":63,"@type":64},"It addresses difficulties learners and assessors face when accreditation requires communication of meaning in numeracy, rather than rote completion of sums independently.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the action research project conducted?",{"text":68,"@type":64},"Learners in two adult numeracy classes participated between October 2012 and February 2013, assessing confidence before and after a three-month trial of interventions.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of interventions were tried to improve communication skills?",{"text":72,"@type":64},"Interventions included peer review of work, writing scaffolding sheets, and mini practice tasks, followed by group discussion and repeat 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\n\u003C[Catherine.Moss@coleggwent.ac.uk](Catherine.Moss@coleggwent.ac.uk)>  \nJudith Archer  \nAgored Cymru, United Kingdom  \n\u003C[judith.archer@agored.org.uk](judith.archer@agored.org.uk)>  \nAbstract  \nThis paper describes an action research project that investigated a range of activities to improve learners’mathematical communication skills. It also gives details of a subsequent case study that illustrates how technology can provide a means of overcoming some of the difficulties learners and tutors face in communicating about numeracy, while developing confidence and enhancing skills in a rapidly changing learning environment.  \nKey words: accreditation, communication, confidence, evidence, and technology  \nBackground  \nFor many, especially older, adult learners, the experience of mathematics is that of rote learning and being asked to complete pages of‘sums’ independently of one another. In recent years the shift in accreditation of numeracy skills towards communicating ideas and meaning has been an awkward one for both learners and assessors and Chinn suggests that ‘problems and confusions are both with the vocabulary of maths and with the language (semantics) of maths’ and that difficulties are a‘consequence of the way word problems are written and constructed’(Chinn, 2012) .  \nImproving communication skills within the context of, and with specific application to, numeracy is a key part of adult numeracy learning and tutors of adult learners are faced with the challenge of providing evidence of learners’ descriptions and explanations of mathematical processes and outcomes for accreditation or other purposes. This paper describes an action research project that investigated a range of activities to improve learners’mathematical communication skills. It also gives details of a subsequent case study that illustrates how technology can provide a means of overcoming some of the difficulties learners and tutors face in communicating about numeracy, while developing confidence and enhancing skills in a rapidly changing learning environment.  \nVolume 9(2)–November 2014 79  \nAction Research  \nLearners within Monmouthshire Adult & Community Education took part in an action research project between October 2012 and February 2013. The purpose of the project was to investigate ways of developing the communication skills of adult numeracy learners, with specific relevance to fulfilling the Essential Skills Wales (ESW) qualification requirements at Level 1 and 2 of ‘describing a practical problem or task’and‘describing and explaining the results of calculations' .  \nAt the start of the action research, learners from two small adult numeracy classes assessed their own confidence in four key communication skills: identifying facts and ideas; choosing appropriate vocabulary; verbal presentation skills and writing skills. A range of interventions was trialled over a three-month period. These included: peer review of work completed by previous learners; use of writing scaffolding sheets and mini practice tasks. The learners as a group and, following the trial then discussed the interventions; they were required to repeat a self-assessment of confidence in these skill areas. (Fig. 1 shows an example of the results collated from the skill ‘choosing appropriate vocabulary’)  \n\n| S c\u003Cbr>o r\u003Cbr>e | 4\u003Cbr>3,5\u003Cbr>3\u003Cbr>2,5\u003Cbr>2\u003Cbr>1,5\u003Cbr>1\u003Cbr>0,5\u003Cbr>0 | \u003Cbr>CW DD EP JB PN RL SB ShB |\n| --- | --- | --- |\n| Learner by Initials\u003Cbr> self-­‐assessment before interventions  self-­‐assessment after interventions |  |  |\n\nFigure 1. Finding words to describe what I mean.  \nAlthough the results of the action research showed that the interventions had developed communication skills overall, it was noted that it would be beneficial to investigate alternative methods of supporting and developing skills, which may be particularly important to learners with specific learning difficu","cbCaie6wtf5K3Zx3","https://ap.wps.com/l/cbCaie6wtf5K3Zx3","pdf",307220,"English","# Abstract\n# Background\n# Action Research\n## Participants and timeline\n## Interventions and self-assessment\n# Accreditation\n# Technology and case study","[{\"question\":\"What problem does the paper address in adult numeracy learning?\",\"answer\":\"It addresses difficulties learners and assessors face when accreditation requires communication of meaning in numeracy, rather than rote completion of sums independently.\"},{\"question\":\"How was the action research project conducted?\",\"answer\":\"Learners in two adult numeracy classes participated between October 2012 and February 2013, assessing confidence before and after a three-month trial of interventions.\"},{\"question\":\"What kinds of interventions were tried to improve communication skills?\",\"answer\":\"Interventions included peer review of work, writing scaffolding sheets, and mini practice tasks, followed by group discussion and repeat self-assessment.\"}]","Accreditation not Aggravation - Action Research Project on Adult Numeracy Communication Skills | PDF",1792065487,15]