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Argues that commonsense functions as an important intellectual resource enabling higher-order thinking rather than lower forms of thinking. Examines how commonsense is created through natural learning across varied environments and how intelligent, creative thinking—supported by attitudinal and structural elements—turns new situations into meaningful learning contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-mathematics-education-and-commonsense/588509/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-mathematics-education-and-commonsense/588509.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does commonsense play in adult quantitative problem solving?","Question",{"text":112,"@type":113},"Commonsense is presented as an important intellectual resource that supports adult problem solving and provides a foundation for mathematical understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is commonsense created in adult learning environments?",{"text":117,"@type":113},"Commonsense is created through “natural learning” across different environments, where intelligent and creative thinking happens naturally.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the three pillars of the educational programme described in the background?",{"text":121,"@type":113},"The programme is built on: relevant and realistic quantitative problem contexts, action learning as a social discussion environment, and an adaptation of Lonergan’s philosophy to help learners discover how they think while solving problems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588509,1792274220,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Adult Mathematics Education and Commonsense  \nNoel Colleran  \nNorth Tipperary Vocational Education Committee, Templemore, Ireland.  \nJohn O‟Donoghue  \nUniversity of Limerick, Limerick Ireland  \n\u003C[Noel.Colleran@sheelan.ie](Noel.Colleran@sheelan.ie)>  \n\u003C[John.ODonoghue@ul.ie](John.ODonoghue@ul.ie)>  \nAbstract  \nThe relationship between quantitative problem solving and commonsense has provided the basis for an expanding exploration for Colleran and O‟Donoghue. For example the authors (Colleranet al., 2002, 2001) discovered the pivotal role commonsense plays in adult quantitative problem solving and suggest commonsense is an important „resource‟ in the adult problem-solving context. In more recent papers Adult Problem Solving and Commonsense: (Colleran et al., 2003a) and Adult Problem Solving and Commonsense: new insights (Colleran et al., 2003b) the authors explored the valued position given to „higher order‟ thinking as distinct from the „other‟,„lower‟ form of thinking, sometimes described as commonsense thinking. They also looked atthe manner in which commonsense is created from „natural learning‟ in a range of different environments. In Colleran and O‟Donoghue (in press) the authors broadened the investigation to include the views of a number of researchers in the field of commonsense who suggest that commonsense is a powerful intellectual resource and provides the bedrock on which mathematical understanding is built. The authors have come to the view that the creation and use of commonsense require intelligent, creative thinking and this „order‟ of thinking takes place naturally in the commonsense environment. Further this intelligent thinking is supported by attitudinal as well as structural elements that facilitate the individual to engage new commonsense situations so that they become natural learning environments.  \nKey words: adult, quantitative problem-solving, commonsense, natural learning.  \nIntroduction  \nThe authors ‟ work on adult quantitative problem solving and commonsense has evolved over a number of years. For example the authors (Colleran, O‟Donoghue & Murphy, 2001, 2002) have argued that commonsense plays a pivotal role in adult quantitative problem solving and suggested commonsense is an important „resource‟ in the adult problem-solving context. In amore recent paper Adult Problem Solving and Commonsense (Colleran, O‟Donoghue & Murphy, 2003a) and in Adult Problem Solving and Commonsense: new insights (Colleran, O‟Donoghue & Murphy, 2003b) the authors explored the valued position given to „higher order‟ thinking as distinct from the „other‟, „lower‟ form of thinking, sometimes described as commonsense thinking. They also looked at the manner in which commonsense is created from „natural learning‟ in a range of different environments. They concluded that the creation of the commonsense resource requires a broad-based, adaptive use of intelligence and a form of  \nthinking which is intelligent, resourceful and creative. This intelligent thinking takes place naturally in the commonsense environment. Furthermore this intelligent thinking is supported by attitudinal as well as structural elements that facilitate the individual to engage new commonsense situations so that they become natural learning environments. In Colleran and O‟Donoghue (in press) the authors broadened the investigation to include the views ofa number of researchers in the field of commonsense who suggest that commonsense is a powerful intellectual resource and provides the bedrock on which mathematical understanding is built.  \nIn this paper we start by describing the background and the manner in which commonsense became an important issue for the authors in the context of adult mathematics education. We then provide definitional aspects of commonsense, and follow with a discussion on the creation of commonsense in natural learning environments. We then evaluate the resource provided by commonsense in practical settings. We conclude by identif","cbCaijYTxCzfuiyx","https://ap.wps.com/l/cbCaijYTxCzfuiyx","pdf",289808,13,"English","# Abstract\n# Introduction\n# Background\n## Educational programme and its three pillars\n## Lonergan’s philosophy and cognitional structure","[{\"question\":\"What role does commonsense play in adult quantitative problem solving?\",\"answer\":\"Commonsense is presented as an important intellectual resource that supports adult problem solving and provides a foundation for mathematical understanding.\"},{\"question\":\"How is commonsense created in adult learning environments?\",\"answer\":\"Commonsense is created through “natural learning” across different environments, where intelligent and creative thinking happens naturally.\"},{\"question\":\"What are the three pillars of the educational programme described in the background?\",\"answer\":\"The programme is built on: relevant and realistic quantitative problem contexts, action learning as a social discussion environment, and an adaptation of Lonergan’s philosophy to help learners discover how they think while solving problems.\"}]","Adult Mathematics Education and Commonsense | PDF",1792065388,33]