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(2014) . Provoking mathematical thinking: Experiences of doing realistic mathematics tasks with adult numeracy teachers. Adults Learning Mathematics: An International Journal, 9(2), 97-115.  \nProvoking mathematical thinking: Experiences of doing realistic mathematics tasks with adult numeracy teachers  \nJanette Gibney  \nUniversity of South Wales  \n\u003C[janette.gibney@southwales.ac.uk](janette.gibney@southwales.ac.uk)>  \nAbstract  \nThis action research project looks at what happened when a small group of adult numeracy teachers with widely different experiences of learning and teaching mathematics explored their own informal numeracy practices and undertook a series of collaborative mathematical tasks. Evidence from qualitative data collected during the enquiry suggests that realistic tasks can provoke a range of mathematical thinking and learning responses which allow us to identify ways in which procedural and conceptual thinking is being used, and to track learning journeys through different stages of problem-solving. Although more experienced numeracy teachers could move between and within their ‘real worlds’ and‘maths worlds’with intent and ease, others had less integrated experiences, often valuing perceived mathematical powers over their own intuitive powers, with mixed success.  \nKey words: mathematical thinking, action research, adult numeracy teachers, realistic, realisable, mathematisation, collaborative classroom, intra-and extra-mathematical.  \nIntroduction  \nHistorically, within the UK, adult numeracy teaching is a field that many people move into sideways, often from teaching other disciplines. The requirement for practitioners to have a set level of personal mathematics skills was introduced only relatively recently and it is not untypical to find teachers of numeracy who lack confidence in their own mathematical ability (Cara et al., 2010) . Personal mathematics development is therefore an important component within many pre-and in-service adult numeracy teacher education programmes. Teachers are encouraged to develop their mathematical thinking throughout their training, both by participating in class activities and pursuing private study. As a tutor and course leader on such a programme, I have observed that when it comes to building a personal mathematics portfolio, many teachers exhibit fairly mechanistic and unreflective ways of working. This is true not only in terms of the approaches they adopt, but also the sorts of independent tasks they choose to undertake -often a surprisingly narrow diet of content-driven and competencebased exercises. The purpose of this research project was to explore how to better support adult numeracy teachers to develop and extend their own mathematical thinking. The rationale for this extends beyond the perceived need for adult numeracy teachers to ‘upskill’ and is based on the underlying assumption that developing teachers’ confidence, awareness and insight into their own mathematical thinking, will better equip them to develop and extend the mathematical thinking of their learners.  \nVolume 9(2)–November 2014 97  \nMethod of enquiry  \nThe classroom, tutor and teachers  \nThe twelve teachers in the group participating in this enquiry were aged 25-55, from socially and ethnically diverse backgrounds and included two teachers whose first language was not English. They were all undertaking professional development in adult numeracy teaching and consistently demonstrated high levels of motivation and engagement although their personal experiences of mathematics, both as teachers and learners varied tremendously.  \nWithin the group, we had negotiated a shared sense of adult numeracy as involving more than basic mathematical skills, or the application of mathematics in everyday life but rather numeracy as away of negotiating the world through mathematics, “not less than maths but more”(Johnston & Tout, cited in Coben, 2004, p3) . In the course of working together during the ","cbCaigYfPkQm354n","https://ap.wps.com/l/cbCaigYfPkQm354n","pdf",474729,"English","# Abstract\n# Introduction\n## Purpose and rationale\n# Method of enquiry\n## Participants and classroom context\n## Negotiated sense of adult numeracy","[{\"question\":\"What is the purpose of the action research project described in the document?\",\"answer\":\"To explore how to better support adult numeracy teachers in developing and extending their own mathematical thinking, including their confidence and insight into how they think mathematically.\"},{\"question\":\"What kinds of tasks were used with the adult numeracy teachers?\",\"answer\":\"A series of collaborative mathematical tasks grounded in realistic numeracy practices, focused on how tasks provoke mathematical thinking and learning responses.\"},{\"question\":\"What does the evidence suggest about how teachers approach problem-solving?\",\"answer\":\"Evidence suggests realistic tasks can elicit a range of mathematical thinking and help identify procedural and conceptual thinking, while teachers may differ in how flexibly they move between representational modes and approaches.\"}]","Provoking mathematical thinking - Experiences of doing realistic mathematics tasks with adult numeracy teachers | PDF",1792065495,48]