[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588580-105":59,"doc-detail-588580-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","contexts-and-recontextualisation-in-adult-numeracy-classrooms","Contexts and recontextualisation in adult numeracy classrooms","","Research indicates adult numeracy and literacy learners draw on funds of knowledge and informal practices, yet it remains unclear how far such resources enter adult teaching and learning. This study examines linguistic interaction in adult numeracy classrooms using analysis of naturally occurring peer-to-peer collaborative discourse. Findings argue that mathematical word problems, even when adult-oriented, do not mobilize learners’ out-of-classroom practices, instead demanding a “willing suspension of disbelief.”",{"@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/contexts-and-recontextualisation-in-adult-numeracy-classrooms/588580/",{"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/contexts-and-recontextualisation-in-adult-numeracy-classrooms/588580.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate in adult numeracy classrooms?","Question",{"text":112,"@type":113},"It examines linguistic interaction and, in particular, naturally occurring student-student collaborative discourse around mathematical word problems.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Do the word-problem contexts draw on learners’ out-of-classroom practices?",{"text":117,"@type":113},"The analysis argues that the contexts provided by the word problems do not draw on learners’ funds of knowledge and out-of-classroom practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do learners face with mathematical word problems?",{"text":121,"@type":113},"The word-problem genre requires learners to engage in a “willing suspension of disbelief,” rather than relying on their everyday knowledge.","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},588580,1792116649,{"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":29,"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":36,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","A willing suspension of disbelief?  \n‘Contexts’and recontextualisation in adult numeracy classrooms  \nHelen Oughton  \nUniversity of Bolton, UK  \n\u003C[h.oughton@bolton.ac.uk](h.oughton@bolton.ac.uk)>  \nAbstract  \nWhile a substantial body of research suggests that adult numeracy and literacy learners possess funds of knowledge and informal practices, it is not always clear to what extent these might be used in teaching and learning. In this study of linguistic interaction in adult numeracy classrooms, analysis of naturally-occurring student-student collaborative discourse is used to argue that mathematical word problems, even when designed for adults, do not draw on these funds of knowledge and out-of-classroom practices, and instead require a‘willing suspension of disbelief’ by learners. Nonetheless, the adult students show a sophisticated level of metacognition and skill in handling the word-problem genre which might indeed be acknowledged as part of their funds of knowledge.  \nKey words: adult numeracy, word problems, funds of knowledge, peer-peer discourse, discourse analysis  \nIntroduction  \nA semblance of truth sufficient to procure for these shadows of imagination that willing suspension of disbelief for the moment (Coleridge, 1817, p. 442)  \nMathematical word problems, based on everyday contexts such as the workplace, the home and the community, are the basis of assessment materials for nationally-recognised adult numeracy qualifications in England. This reflects policy discourses which suggest that adult numeracy learning should be functional and lead to increased employability and economic effectiveness (DfES 2001; DIUS 2007; DIUS, 2008) . In one strand of my research into peer-peer discourse in adult numeracy classrooms, I was interested in whether the contexts used in such word problems were meaningful to adult learners and what affordances students were given to draw on their own out-of-classroom practices.  \nMy approach involves the audio-recording of naturally-occurring student-student discourse generated during collaborative group work. Analysis of this discourse provides fresh insights into the students’experience of learning, and into the knowledge and practices they bring to the classroom and share with other students.  \nIn this article I draw on two short episodes of talk during which students work together on word problems, and I critically analyse the text of one of these word problems. I use these analyses to consider: the relevance of the word problem genre to adult numeracy students; the extent to which the‘contexts’provided by such word problems may be regarded as meaningful to students; and the metacognitive and interpersonal practices which the students bring to bear on finding a solution.  \n16 Adults Learning Mathematics – An International Journal  \nBackground  \nSkills for life in England  \nMy discussion is located within the context of current policy for adult numeracy education in England; the Skills for Life agenda (Department for Education and Skills [DfES], 2001) and the new impetus given to it by the recent World Class Skills and Numeracy for Employability strategies (Department for Innovation, Universities and Skills [DIUS], 2007; 2008) . Central to these strategies have been core curricula for adult literacy, language and numeracy, and a system of standards and nationally-recognised qualifications (Basic Skills Agency [BSA], 2001; Qualifications and Curriculum Authority [QCA], 2000) . Funding is dependent on learners’achievement of these qualifications, and there is a strong focus on skills for employment.  \nWhile measures which raise the profile of, and funding for, adult literacy and numeracy provision, are to be welcomed, the strategies have been critiqued for their neo-liberal emphasis on economic effectiveness and workforce development; the deficit view presented of adult learners; and the prioritisation of funding for adults who are close to gaining accreditation rather than those with the","cbCaijJXSOLAUoMX","https://ap.wps.com/l/cbCaijJXSOLAUoMX","pdf",330151,16,"English","# Abstract\n# Introduction\n# Background\n## Skills for life in England\n## Critiques of artificial contexts","[{\"question\":\"What does the study investigate in adult numeracy classrooms?\",\"answer\":\"It examines linguistic interaction and, in particular, naturally occurring student-student collaborative discourse around mathematical word problems.\"},{\"question\":\"Do the word-problem contexts draw on learners’ out-of-classroom practices?\",\"answer\":\"The analysis argues that the contexts provided by the word problems do not draw on learners’ funds of knowledge and out-of-classroom practices.\"},{\"question\":\"What challenges do learners face with mathematical word problems?\",\"answer\":\"The word-problem genre requires learners to engage in a “willing suspension of disbelief,” rather than relying on their everyday knowledge.\"}]","Contexts and recontextualisation in adult numeracy classrooms | PDF",1792065535]