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(2014) .“I remember the whole board being full of different calculations and trying to make some sense of it.” The influence of significant moments in adult numeracy teachers’ own learning experiences on their teaching practice. Adults Learning Mathematics: An International Journal, 9(2), 22-34.  \n“I remember the whole board being full of different calculations and  \ntrying to make some sense of it.”  \nThe influence of significant moments in adult numeracy teachers’own learning experiences on their teaching practice.  \nCarolyn Brooks  \nAnglia Ruskin University  \nChelmsford and Cambridge, England  \n\u003C[carolyn.brooks@anglia.ac.uk](carolyn.brooks@anglia.ac.uk)>  \nAbstract  \nIn researching how adult numeracy teachers actively motivate and enable learners to apply the numeracy skills they learn to their own real life practices, a case study of two adult numeracy teachers and their learner groups was undertaken. This paper compares the teachers’ contrasting personal experiences of mathematics learning to consider how significant moments in their own learning experiences may have influenced their beliefs about, and approaches to, their adult numeracy teaching practice. Similarities and differences between teachers’approaches are explored and compared, to conclude that teachers’ learning experiences greatly influenced their beliefs and teaching practices. Key words: mathematics; numeracy; learning; experience; teaching; practice  \nIntroduction  \nThe transfer of mathematics skills from classroom to real life contexts is both complex and problematic (Kanes, 2002; Kelly, 2011; Nunes & Lave, 1988; Schliemann & Carraher, 1993), but that is what teachers of Functional Mathematics9, in the UK, are required to facilitate in order to “help people to gain the most out of life, learning and work”(Qualifications & Curriculum Authority, 2007, p.3) . When researching the specific ways in which adult numeracy teachers actively motivate and help learners to apply the numeracy skills they learn to their own real life practices, a case study of two adult numeracy teachers and their learner groups was undertaken. Prior to the research both teachers had successfully completed their specialist teaching qualification, the Numeracy Diploma in Teaching in the Lifelong Learning Sector, with me, the researcher, as their tutor, on a part-time basis over two years. The data identified both similarities and differences in teachers’ practices and approaches. Having asked the teachers about their own mathematics learning experiences, I became curious about the ways in which their previous experiences may have shaped their numeracy teaching practices, and that is the focus of this research paper.  \n9 Functional Mathematics is a qualification available in compulsory and non-compulsory education in the UK, which is designed, for learners to acquire skills, which enable them to apply mathematical skills in work and life situations.  \n22 Adults Learning Mathematics – An International Journal  \nResearch identifies beliefs, contexts, thought processes and development programmes as influences on teachers practices, suggesting that teachers’own learning experiences are just one factor in shaping their teaching approaches. Ernest (1994) suggests the practice of teaching mathematics depends primarily on the teacher’s system of beliefs about mathematics and mathematics’ learning and teaching, the constraints and opportunities provided by the social context of the teaching situation, and the teacher’s reflection and level of thought processes, including their ability to reconcile their practice with their beliefs. The social context includes the adopted curriculum and assessment systems as well as learners’, peers’, and managers’expectations, and these factors can be highly influential in affecting a teacher’s approaches in the classroom. The teacher’s level of consciousness of his or her own beliefs about and approaches to mathematics, and the learning and teaching o","cbCaiscfEns7upxO","https://ap.wps.com/l/cbCaiscfEns7upxO","pdf",264169,13,"English","# Abstract\n# Introduction\n# Background: beliefs and contextual influences\n# Teacher development programmes\n# Tutor modelling and social practice approach","[{\"question\":\"What was the main research focus of the paper?\",\"answer\":\"To investigate how adult numeracy teachers’ significant moments in their own learning experiences influence their beliefs and approaches to teaching adult numeracy.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Through a case study comparing two adult numeracy teachers and their respective learner groups.\"},{\"question\":\"What factors are described as influencing teachers’ teaching practices?\",\"answer\":\"The paper discusses beliefs, social context, thought processes, reflection, and teacher development programmes, emphasizing that teachers’ own learning experiences are a key influence.\"}]","The influence of significant moments in adult numeracy teachers’ own learning experiences on their teaching practice | PDF",1792065475,33]