The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Beth Marr

Lecturer, Adult Education, Numeracy and Instructional Design, RMIT University, Victoria, Australia

Towards a Holistic Model of Numeracy Competence

Abstract

Competency based assessment paradigms often lead to judgements restricted by narrowly defined and segmented lists of behavioral and cognitive elements. This project sought to elaborate a more holistic notion of competence in adult numeracy. Interviews with experienced adult educators revealed that affective factors related to learners' self-image and growth in confidence played as great a role in teachers' judgements of competence, as the cognitive and skill based elements explicitly written in accredited certificate documents. Factors such as learners' use of the knowledge outside the classroom, and their increasing independence and self awareness were seen by teachers as indicators of real growth in numeracy competence.

Emerging from the data was a model of holistic competence comprising several complementary and interconnected aspects revolving around a central change of 'identity' or alteration of 'self concept'. The majority of teachers interviewed talked of a shift away from an 'I can't' type of person towards an identity as a numerate individual.

Bionote

Beth Marr has an extensive background in adult numeracy teaching, curriculum design and the creation of innovative resources for teaching mathematics to adults. Her publications such as Mathematics: A New Beginning and Breaking the Maths Barrier are popular resources for teachers world-wide. Beth has recently completed a thesis exploring language development and discourse in an Australian adult numeracy classroom. She is currently lecturing in Adult Education, Numeracy and Instructional Design at RMIT University, Melbourne, Australia.

Presentation Type
30 min. Paper

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Country
Australia