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Participants analyze likely overemphasis in teaching mathematics to adults, posting rationales to course discussion boards. Nearly half reported primarily emphasizing calculation skills, while others highlighted four alternative practices. Findings emphasize that professional development should account for teachers’ beliefs, assumptions, and current practice when supporting adult numeracy instruction.",{"@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/novice-teachers-reflect-on-their-instructional-practices-while-teaching-adults-math/588697/",{"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/novice-teachers-reflect-on-their-instructional-practices-while-teaching-adults-math/588697.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","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},"How many novice teachers participated in the study and at what career stage?","Question",{"text":112,"@type":113},"Eighty-two teachers participated, each in their first or second year of teaching during the orientation programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did many respondents report about their instructional focus in teaching adults math?",{"text":117,"@type":113},"Almost half reported that they primarily emphasize calculation skills when teaching mathematics to adults.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of the online orientation course in the study?",{"text":121,"@type":113},"The course provides an asynchronous semester-long orientation covering adult learning topics and includes webinars and discussion activities that prompt reflective assignments tied to teaching practice.","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},588697,1792189401,{"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":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Ginsburg, L. (2016). Novice teachers reflect on their instructional practices while teaching adults math. Adults Learning Mathematics: An International Journal, 11(2), 7-13  \nNovice Teachers Reflect on Their Instructional Practices While  \nTeaching Adults Math  \nLynda Ginsburg  \nRutgers University  \n\u003C[ginsburg@rci.rutgers.edu](ginsburg@rci.rutgers.edu)>  \nAbstract  \nOver three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they were likely to do so, posting their responses to online course discussion boards. Almost half of the respondents reported they “primarily emphasize calculation skills”and shared various reasons for doing so. The remaining respondents reported emphasizing one of four other instructional practices. Teachers put forth a variety of justifications for the instructional practices they have been using. Professional development efforts will need to recognize and take account of the teachers’beliefs, assumptions and current practices.  \nKey words: instructional practices, teaching, mathematics, adults  \nIntroduction  \nEvery adult education teacher was once a novice teacher. In the U.S., most states do not have a certification system requiring a formal educational program to prepare teachers for instructing adult learners who have returned to study to complete their high school education. Existing research on novice teachers has generally focused on those who are completing a universitybased teacher education program for those planning to teach in elementary, middle or high schools (e.g., Horn & Campbell, 2015) . However, two studies conducted outside of the U.S. have specifically focused on the perspectives of adult educators.  \nFor adult and higher education teachers, Pratt (1998) developed and tested (Collins & Pratt, 2011) a framework of five teaching perspectives that reflect the beliefs and intentions of teachers. These include Transmission (delivering content), Apprenticeship (modelling ways of being), Developmental (ways of thinking), Nurturing (personal agency), and Social Reform (bettering society) . While this framework is applicable to adult education, it is not specifically geared to teaching mathematics to adults or to novice teachers who are just beginning their adult education careers.  \nBeeli-Zimmermann (2015) examined the mathematical beliefs of five adult teachers in Switzerland who completed an intensive 8-day training and who are integrating numeracy instruction into their second language (German) instruction. She found that the teachers’own school experiences influenced their beliefs about mathematics and their teaching preference. The current study complements the work of Pratt and Beeli-Zimmermann by focusing on a relatively large sample of novice teachers who have had limited professional development but who are making their own decisions about how they are approaching adult numeracy instruction. In explaining the rationales for their decisions, they reveal their influences and intentions.  \nAdults Learning Mathematics – An International Journal 7  \nMethodology  \nContext of the Study  \nIn one state in the United States, all new adult education teachers are required to complete a semester-long online orientation course during their first or second year of teaching. This course is delivered asynchronously and addresses multiple topics of relevance to adult educators including adult learning theory, career pathways, learning disabilities, reading and literacy, family literacy, assessment, English as a second language, as well as numeracy.  \nEach topic is addressed during two weeks of the course with relevant activities and discussion topics designed by a practitioner or researcher with expertise in that content ar","cbCaisSrXmby3lTq","https://ap.wps.com/l/cbCaisSrXmby3lTq","pdf",209232,"English","# Introduction\n# Methodology\n## Context of the Study\n## The Task","[{\"question\":\"How many novice teachers participated in the study and at what career stage?\",\"answer\":\"Eighty-two teachers participated, each in their first or second year of teaching during the orientation programs.\"},{\"question\":\"What did many respondents report about their instructional focus in teaching adults math?\",\"answer\":\"Almost half reported that they primarily emphasize calculation skills when teaching mathematics to adults.\"},{\"question\":\"What is the purpose of the online orientation course in the study?\",\"answer\":\"The course provides an asynchronous semester-long orientation covering adult learning topics and includes webinars and discussion activities that prompt reflective assignments tied to teaching practice.\"}]","Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math | PDF",1792065760,18]