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Situations are identified through internal management reviews of course outcomes and staff development rather than a formal research process. Management and teaching staff often assess these issues differently, shaping the author’s intervention. 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(2014) . Critical issues in numeracy practice – contradictions and strategies. Adults Learning Mathematics: An International Journal, 9(2), 54-62.  \nCritical issues in adult numeracy practice – contradictions and strategies  \nDavid Kaye  \nLearning Unlimited, Institute of Education  \n\u003C[david.m.kaye@btopenworld.com](david.m.kaye@btopenworld.com)>  \nAbstract  \nThis paper discusses the critical situations I have been asked to ‘improve’by providing professional development for teams of adult numeracy and functional mathematics teachers in the post-16 sector in London. These situations have not been identified through any research process, but arise from internal management reviews of course outcomes and staff development provision. The assessment by the institution’s management of these situations is often very different from that of the teaching staff. And my view as a teacher trainer is probably different again. The main focus of my intervention is to suggest changes to planning and teaching strategies. However, organisational structures have also tobe considered. The author argues that three significant theories, ‘multiple intelligences’, ‘a profound understanding of fundamental mathematics’ and ‘how the mind creates mathematics’ provided guidance for the reflection of practice. The approach taken is supported by the Open University’s guide to action research.  \nKeywords: numeracy, mathematics skills, adult mathematics learning, critical issues, strategies.  \nIntroduction  \nThis paper provides a review of a series of interventions into adult numeracy teaching in London, United Kingdom (UK) over a two-year period from 2011 to 2013. The interventions were made at the request of Further Education Colleges to improve the standard of teaching. With reflection, the concerns of the local management have been identified as critical issues in the teaching of numeracy to adults. Similar issues were identified in a number of Colleges and contradictions between the teaching aims and methods were also identified. To help improve the outcomes some activities were suggested. These have since been reviewed and can now be examined as a set of strategies to improve teaching and learning. This paper recounts this journey from support for professional staff to a set of key theories that underpin innovative interventions in practice.  \nThough I aim to analyse a range of research sources that are relevant to this journey, I will follow a narrative that is founded on the experiences of giving support both in structured sessions and during teaching practice observations. This set of experiences was not designed at the time as a research project, but do now form the basis for a, retrospective, critical review of strategies for improving adults learning mathematics.  \nCritical Situations  \nThe critical situations that form the teaching practice, core to this analysis, arose out of the formal provision of professional development to improve teaching and learning standards. Over a number of  \n54 Adults Learning Mathematics – An International Journal  \nyears the UK government funded support to educational and training institutions on a national basis. Such support reflected various formats, and included partner institutions supporting each other, banks of on-line resources or the provision of specialist trainers. There was, for a short period, a particular focus on adult numeracy, and it was this situation that provided the opportunity for staff development visits to be made. See, for example, the pages on “Whole Organisation Approach to literacy, language and numeracy (LLN) Framework” on the Excellence Gateway site for Supporting Skills and Improving Practice.  \nIn retrospect, I identified the following as the main situations that concerned the institutional management about their numeracy teaching, and for which they requested some specialist help:  \n• Working with students on vocational courses  \n• Working with ESOL students  \n• Raising students","cbCaidIl2aDj9s85","https://ap.wps.com/l/cbCaidIl2aDj9s85","pdf",1645050,"English","# Introduction\n## Critical Situations\n## Working with students on vocational courses\n## Teaching ESOL students\n## Raising students’ level from Level 1 to Level 2\n## Preparing for functional mathematics assessments","[{\"question\":\"What prompts the critical situations discussed in the paper?\",\"answer\":\"They arise from internal management reviews of course outcomes and staff development provision, rather than from a research process.\"},{\"question\":\"What is the main focus of the author’s intervention?\",\"answer\":\"To suggest changes to planning and teaching strategies, while also considering organisational structures.\"},{\"question\":\"What types of critical situations does the institutional management request specialist help for?\",\"answer\":\"Working with students on vocational courses, teaching ESOL students, raising learners from Level 1 to Level 2, preparing for functional mathematics assessments, and making numeracy classes more interesting.\"}]","Critical issues in adult numeracy practice - contradictions and strategies | PDF",1792065485,23]