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This article proposes a starting point for debate using quality criteria from mathematics education research and then adds field-specific criteria for locating quality in practice-related research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/specific-quality-criteria-for-research-papers-on-adults-learning-mathematics/588586/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/specific-quality-criteria-for-research-papers-on-adults-learning-mathematics/588586.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What debate does the article address regarding adults learning mathematics?","Question",{"text":63,"@type":64},"It addresses how the research field’s identity and the quality of research papers are debated within adults learning mathematics, since the field has expanded in both quantity and quality.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article define general quality criteria for research papers?",{"text":68,"@type":64},"Each paper must explicitly explain its problematique by defining the problem field and the study’s theoretical, methodological, and philosophical approach.",{"name":70,"@type":61,"acceptedAnswer":71},"What three questions does the article propose to position authors in this field?",{"text":72,"@type":64},"Authors should answer: (1) what adult mathematical knowledge (adult numeracy) is, (2) how adults learn mathematics, and (3) why mathematics should be taught to adults.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588586,1792188810,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Specific quality criteria for research papers on adults learning  \nmathematics?  \nTine Wedege  \nSchool of Teacher Education, Malmö University  \nMalmö, Sweden  \n\u003C[tine.wedege@mah.se](tine.wedege@mah.se)>  \nAbstract  \nSince 1997, the identity of the research field of adults learning mathematics has been debated; the research field has grown in quantity and quality; and the research forum Adults Learning Mathematics (ALM) has established an international journal. In practice, the researchers answer the question about identity and quality of research papers in committees, in editorial teams or as referees in journals. The purpose of this article is to create a starting point for a debate, based on quality criteria in the field of mathematics education research, on specific criteria to locate quality of research papers on practice-related educational research in the field of adults learning mathematics. Following general criteria in mathematics education any research paper has to explain and present its own problematique explicitly i.e. define the problem field and the theoretical/methodological/philosophical approach of the study reported. Additional criteria specific to the field of adults learning mathematics are suggested, namely, the author should position themselves by answering the following three questions: (1) What is adult mathematical knowledge (or adult numeracy)? (2) How do adults learn mathematics? (3) Why teach mathematics to adults?  \nKeywords: research papers, quality criteria, identity, adults learning mathematics  \nA search for identity and quality  \nFor the last 15 years a new international research field has been cultivated in the borderland between mathematics education and adult education. Conceptual frameworks and theoretical approaches are imported from the two neighbouring fields and restructured within the new community of practice and research (Wedege, 2001) . The international research forum Adults Learning Mathematics (ALM) was created in 1994 and need was felt for an identity debate within this new research area. Thus, the following question was formulated at the Fourth International Conference on Adults Learning Mathematics, ALM4, in 1997: “Could there be a specific problematique for research in adult mathematics education?” (Wedege, 1998) . The debate continued at the following conferences and it was reported in the proceedings (e.g. Wedege, Benn & Maasz, 1999) . Coben (2000) presented the identity debate in the introduction,“Perspectives on research on adults learning mathematics”, of the first international anthology from the field, and FitzSimons, Coben and O’Donoghue (2003) examined the current state of research in adult mathematics in the chapter “Lifelong mathematics education” of the Second International Handbook on Mathematics Education. In a review of research on adult numeracy, Coben (2003) also presented the debate on adult mathematics education as a research domain.  \nIn this debate, the focus is on common characteristics in the construction of the area of investigation (adult numeracy and mathematics) and in the need for multi-and inter-disciplinary inquiry (pedagogy, psychology, sociology, anthropology etc.) . Mertens (2005) presents the paradigm in educational research as “a way of looking at the world […] composed of certain  \n6 Adults Learning Mathematics – An International Journal  \nphilosophical assumptions that guide and direct thinking and action”(p. 7) . According to her analysis, the central issues in a debate on identity of a specific “paradigm” in education research are ontological, epistemological and methodological. Where ontological issues deal with the nature of reality, epistemological issues with the nature of knowledge and with the relation between knower and would-be-known, and methodological issues deal with the approach to systematic enquiry. This notion of paradigm is consistent with an epistemological framework which I construed and called the concept of problema","cbCaigwo8Im7RB77","https://ap.wps.com/l/cbCaigwo8Im7RB77","pdf",255845,"English","# A search for identity and quality\n## Developing a debate in adult mathematics education\n## Problematique and quality criteria in research papers\n## Common and specific traits across ALM problematiques","[{\"question\":\"What debate does the article address regarding adults learning mathematics?\",\"answer\":\"It addresses how the research field’s identity and the quality of research papers are debated within adults learning mathematics, since the field has expanded in both quantity and quality.\"},{\"question\":\"How does the article define general quality criteria for research papers?\",\"answer\":\"Each paper must explicitly explain its problematique by defining the problem field and the study’s theoretical, methodological, and philosophical approach.\"},{\"question\":\"What three questions does the article propose to position authors in this field?\",\"answer\":\"Authors should answer: (1) what adult mathematical knowledge (adult numeracy) is, (2) how adults learn mathematics, and (3) why mathematics should be taught to adults.\"}]","Specific Quality Criteria for Research Papers on Adults Learning Mathematics | PDF",1792065546,25]