Lifelong mathematics learning - a threat or an opportunity? - Some remarks on affective conditions in mathematics courses

Oct 15, 2026

Uploaded by Putri

Lifelong learning emerged in the late 20th century as a key response to social and economic challenges in highly industrialized societies, moving from informal learning to formally structured education. The paper questions whether this policy view matches adult learners’ affective realities in mathematics courses, where many participants are unemployed and compelled by program requirements rather than choice. It analyzes adult learners’ motives and emotional state using empirical findings from Austria’s adult education system.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

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Lifelong mathematics learning: threat or opportunity?

Lifelong learning as a response to technological development and globalization?

Lifelong learning policies and their four categories

Lifelong mathematics learning – a threat or an opportunity? Some remarks on affective conditions in mathematics courses. Wolfgang Schlöglmann Johannes Kepler University Linz Linz, Austria <[wolfgang.schloeglmann@jku.at](wolfgang.schloeglmann@jku.at)> Abstract In the last decades of the 20th century lifelong learning became a key concept for solving social and economic problems in highly industrialized countries. Lifelong learning was the societal response to conditions in a rapidly changing economic world. Humans have always learned in the normal course of their lives, but this learning was informal. Modern conditions require formal education in formal courses with a controlled output. In many reports by international organizations lifelong learning is seen as a necessity and also as an opportunity for adult learners. But does this picture reflect the affective situation of all adults in mathematics courses? Many adult learners in mathematics courses are unemployed, and instead of being willing participants, they were forced into courses which include mathematics as a compulsory component. They have not chosen to participate in a learning program. This paper discusses the motives of adult learners for pursuing mathematics courses, as well as their emotional state in these courses, by using the results of a previous empirical study of the state of mathematics education within the Austrian adult education system. Key words: Lifelong learning, participation, cognitive, affective, basic skills, motivation, Austria. Lifelong learning – a consequence of technological development and globalisation? For a long time, only philosophers and pedagogues discussed lifelong learning (Aspin, Chapman, Hatton, & Sawano, 2001) . In the final decades of the 20th century, lifelong learning became a key concept in solving social and economic problems in highly industrialized countries. International bodies such as UNESCO, the OECD and bodies within the EU declared that education has to be a lifelong undertaking (Aspin et al., 2001; FitzSimons, Coben, & O'Donoghue, 2003) . That means that education could no longer be considered as a process that finishes at the beginning of adulthood, and adults could no longer be considered experts in their job based only on the competencies acquired in their youth. To understand this development we must understand the power of change and its driving force. Highly industrialized countries are characterized by the use of technologies because technology determines the structure of society (the philosopher Heinz Hülsmann uses the term 6 Adults Learning Mathematics – an International Journal "technological formation" (Hülsmann, 1985)) . While Hülsmann emphasizes the significance of the natural sciences for the development of technologies, it is important to note that the technological formation of our society is also a consequence of other sciences, particularly the social sciences and economics (Schlöglmann, 1992) . That means that research leads to technological development and consequently to a change in competencies required to fulfil the demands ofthe technological change. Lifelong learning was the societal solution to conditions arising from rapid economic and technological change. Lifelong learning, according to this view, has various functions: [We] suggest that lifelong learning policies currently introduced across the globe could be classified into four categories: (1) a compensatory education model, which aims at compensating for inequality in access to initial school education, and improving basic literacy and vocational skills; (2) a continuing vocational training model, which aims at coping with changes occurring in the workplace and solving problems arising from unemployment; (3) a social innovation model, or civil society model, which aims at overcoming social estrangement and promoting socio– economic transition and democratization; (4) a leisure orientated model, which ai

FAQs

Why is lifelong learning considered important in highly industrialized countries?

It became central for addressing social and economic problems in rapidly changing economic and technological conditions, shifting learning toward formal education in controlled settings.

How does the paper challenge the standard picture of adult learners in mathematics courses?

It argues that adult learners are often unemployed and forced into courses where mathematics is compulsory, so participation may not reflect willingness or a chosen learning path.

What does the paper use to examine adult learners’ motives and emotional state?

It draws on results from a previous empirical study of the state of mathematics education within Austria’s adult education system.

Oct 15, 2026

Uploaded by Putri