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This exploratory qualitative study examines two adult undergraduates in a mixed-age mathematics class, emphasizing how they participate in classroom discussion and activities. Adult participation increased with motivation to succeed, willingness to help peers, and reduced concern for classmates’ judgments, but was limited by unfamiliarity with course material, fear of appearing ignorant, and discomfort in the classroom.",{"@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-students-learning-behaviors-in-the-college-mathematics-classroom/588575/",{"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-students-learning-behaviors-in-the-college-mathematics-classroom/588575.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who are considered “adult students” in this study, and what learning behaviors are examined?","Question",{"text":112,"@type":113},"Adult students are undergraduates pursuing a 4-year degree who are 25 years or older. 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(2012) . Adult Students’Learning Behaviors in the College Mathematics Classroom. Adults Learning Mathematics: An International Journal, 7(2), 23-38.  \nAdult Students’Learning Behaviors in the College Mathematics Classroom  \nAimee Tennant  \nTexas State University-San Marcos  \nSan Marcos, Texas  \n[at1188@txstate.edu](at1188@txstate.edu)  \nAbstract  \nAdult students 25 and older are a growing population at U.S. colleges and universities. Mathematics courses present a particular challenge for these students who may have less academic preparation than younger students and have experienced a significant time-lapse since their last formal mathematics instruction. This exploratory, qualitative study focuses on the experiences of two adult students in a mixed-age college mathematics course with particular emphasis on participation in classroom discussion and activities. Adult student participation in classroom discussions was enhanced by a strong motivation to be successful in the course, wanting to help classmates, and a disregard for the perceptions of classmates. Participation was hindered by not being familiar with the material, fear of appearing ignorant, and discomfort in the classroom.  \nKey words: adult undergraduates, college mathematics, classroom participation.  \nIntroduction  \nJoe walked into the mathematics classroom, took a seat near the back of the room, removed a notebook from his backpack, and started looking over his notes. He was a clean cut man in his late twenties whose walk and bearing betrayed his past military training. A few minutes later, Mary, a young lady in her early thirties, entered the classroom, sat next to Joe, and prepared for class. As the small classroom filled with students, Joe and Mary sat quietly, looking over their notes, occasionally making quiet comments to each other. When the instructor entered and began class, both Joe and Mary were attentive and engaged with the lesson. However, there was a striking difference in their behavior in the classroom. Joe actively participated in the classroom discussion. He asked questions, responded to questions from the instructor and his classmates, and took an active role in the social interactions of the class. Mary, on the other hand, sat quietly. She nodded as she followed the classroom conversation, but rarely added to it. Both Mary and Joe are adult students—undergraduates 25 or older. In order to reach  \ntheir educational goals, they must pass a college-level mathematics course. For students who have not been exposed to formal mathematics for several years, this may present a challenge. Factors that influence adult students’ success in college mathematics courses are difficult to Volume 7(2)– September 2012 23  \nidentify (Meeks, 1989; Trutna, 1992) . One factor that influences the success of all students in mathematics courses is their level of engagement with the materials, their classmates, and their instructor (Boaler, 1998; Howard & Baird, 2000; Hsu, Murphy, & Treisman, 2008) . Although past studies have identified instructional practices that encourage classroom participation (Mesa, 2010), and identified factors that influence traditional-age students’participation in classroom discussions and activities (Crombie, Pyke, Silverthorn, Jones, & Piccinin, 2003; Fritschner, 2000; Howard, Short, & Clark, 1996; Karp & Yoels, 1976), little research has been conducted focusing on factors that influence adult students’ participation, especially in mathematics courses for which adult students are often ill-prepared. Because many adult students enroll in college with less academic preparation in mathematics than traditional-age students (Kasworm & Pike, 1994; Calgagno, Crosta, Bailey, & Jenkins, 2007), adults may behave differently in mathematics courses than in their other college courses. In addition, many adult students harbor negative attitudes towards mathematics (Coben, 2000; Meader, 2000) which may further influence their learning behavior","cbCaisA27nBXrDy1","https://ap.wps.com/l/cbCaisA27nBXrDy1","pdf",303852,16,"English","# Abstract\n# Introduction\n## Study purpose and research questions\n## Definition of key terms\n## Research design and theoretical framework","[{\"question\":\"Who are considered “adult students” in this study, and what learning behaviors are examined?\",\"answer\":\"Adult students are undergraduates pursuing a 4-year degree who are 25 years or older. Learning behaviors refer to observed and reported behaviors used to learn course material, especially during class interactions.\"},{\"question\":\"What factors enhanced adult students’ participation in classroom discussions?\",\"answer\":\"Participation was enhanced by strong motivation to succeed, a desire to help classmates, and disregard for classmates’ perceptions.\"},{\"question\":\"What factors hindered adult students’ participation in mathematics classrooms?\",\"answer\":\"Participation was hindered by not being familiar with the material, fear of appearing ignorant, and discomfort in the classroom.\"}]","Adult Students’Learning Behaviors in the College Mathematics Classroom | PDF",1792065524]