Adjusting to a Digital Environment as a Teacher of Adults Learning - Mathematics - Ten Self-Reflection Questions

Oct 15, 2026

Author explores how to use digital and classroom technologies when teaching a quantitative reasoning course to university adults. Ten self-reflection questions summarize key decision factors for transitioning from a traditional classroom to a collaboration environment. Organized according to the five Areas of Activity in the UK Professional Standards Framework for higher education teaching, the questions guide teachers in planning, instruction, assessment, learning environments, and continuing professional development in the digital age. The article stems from a presentation at Adults Learning Mathematics (2019, Lund).

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Rationale

Context

Design

Question 1: Hand vs calculator/computer/mobile/online tools

Adjusting to a Digital Environment as a Teacher of Adults Learning Mathematics Marcus Jorgensen Utah Valley University. Orem, Utah, USA <[jorgenma@uvu.edu](jorgenma@uvu.edu)> Published as online first: August 2021 Abstract As more and more classroom and digital technologies are developed, the author has had to wrestle with how, and if, certain technologies should be employed in teaching a quantitative reasoning course for university students. Ten self-reflection questions capture the author’s key decision-making factors in adjusting to a collaboration classroom environment from a traditional classroom. These self-reflection questions, organized by the Areas of Activity from the UK Professional Standards Framework for teaching in higher education, represent important decisions and potential adjustments that all teachers may want to consider as they reflect on their own teaching practice in the digital age. This article is based on a presentation given at the 26th annual conference of Adults Learning Mathematics held in Lund, Sweden in 2019. Key words: mathematics, technology, adult learning, higher education Rationale There are particular challenges to teaching mathematics and especially so for teaching to adult learners who have already had experiences with mathematics classrooms. Their previous life and classroom experiences have led some students to have particular cognitive or affective issues that they bring with them as adults. So, I have always looked for the proverbial “silver bullet” that would be the key to successful teaching of this population. While I have come to learn that there is no single methodology, technique, policy, or style that works for all students (or all teachers), I do get excited about the search for ideas that will improve my effectiveness in helping students to learn. The explosion of digital devices and applications makes this a prime area for my search. But, through my practice, I have learned that there are numerous considerations when looking to incorporate digital technology in the classroom. Context I teach in the United States at a large public university that integrates the university and community college missions. There are approximately 40,000 students. All students seeking a bachelor’s degree must complete a quantitative literacy (QL) requirement which consists of completing a specified mathematics course, depending on the area of study (the student’s major) . I eventually specialized in teaching Quantitative Reasoning which in some institutions might be named something like Math for Life, Math for Society, or Liberal Arts Mathematics. This course is the QL requirement for non-STEM majors. My students were studying dance, art, English, American sign language, graphic design, philosophy, etc. Most students probably would not have taken the course if there was no QL requirement. Many had previously taken at least one developmental (remedial) mathematics course that the institution offers to prepare students for college-level mathematics. A few years ago, I observed a colleague using a “collaboration” classroom where approximately 30 students sat in pods of up to six people each. Each pod has its own monitor and white board. Students can connect to their monitors with a variety of their own devices. The pods are spread around the outside of the room and there is no traditional front to the room. There is an instructor station in the corner where any screen can be broadcast to all of the students’monitors. I was intrigued so I sought out collaboration rooms for my classes, after receiving the requisite technology training. The training was only on using the technology, not methodology, so I quickly learned that I could not teach my Quantitative Reasoning course in the way I had become accustomed. I found myself rethinking everything about my teaching. With no front of the room, it forced me to present in a different way and take advantage of the pod seating. My

FAQs

What problem does the author focus on regarding digital technology in adult learning mathematics?

The author examines how to decide whether and how to use specific technologies when teaching a quantitative reasoning course to university students, many of whom already have prior experiences with mathematics classrooms.

What classroom model prompted the author to rethink teaching practice?

A “collaboration” classroom with student pods, screens per pod, and an instructor station that can broadcast to all monitors led the author to reconsider teaching methods and shift focus toward what students do together.

How are the author’s key decision factors structured in the article?

Ten self-reflection questions are organized by the five Areas of Activity from the UK Professional Standards Framework, covering design and planning, teaching/support, assessment/feedback, learning environments and student guidance, and continuing professional development.

Oct 15, 2026

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