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Numeracy in Practice: Effective Pedagogy in Numeracy for Unemployed Young People

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Numeracy in Practice: Effective Pedagogy in Numeracy for Unemployed Young People DOCUMENT RESUME ED 433 457 CE 079 142 AUTHOR Johnston, Betty; Baynham, Mike; Kelly, Sheilagh; Barlow, Kerry; Marks, Genee TITLE Numeracy in Practice: Effective Pedagogy in Numeracy for Unemployed Young People. Research Report. INSTITUTION Australian National Training Authority, Brisbane. SPONS AGENCY Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra. PUB DATE 1997-12-00 NOTE 145p. AVAILABLE FROM Language Australia, GPO Box 372F, Melbourne, Victoria, Australia 3001 ($14.50 Australian). PUB TYPE Reports Research (143) Tests/Questionnaires (160) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Case Studies; Classroom Techniques; Comparative Analysis; Context Effect; Education Work Relationship; Educational Environment; Foreign Countries; *Literacy Education; Literature Reviews; *Mathematics Instruction; *Numeracy; Questionnaires; Records (Forms); Rural Areas; Rural Education; Teaching Methods; Theory Practice Relationship; Unemployment; Urban Areas; Urban Education; Youth Employment; *Youth Programs IDENTIFIERS *Australia ABSTRACT The question of whether unemployed youths would benefit from different pedagogical techniques when learning numeracy skills was examined in a multifaceted qualitative study. Data were collected from the following activities: case studies in which a kit of everyday materials was used to stimulate discussion about numeracy practices with 30 selected young people; interviews of the young people and their teachers; and in-depth interviews with and observation of a subsample of 15 of the young people who represented a mix of males and females from rural and urban environments. Special attention was paid to the ways selected structuring categories (gender, location and social networks, cultural background, and ability/disability) constrain and/or enable the range of numeracy practices available to some young people. Also highlighted was the interplay between mathematical concepts and numeracy practices on the one hand and social practices on the other. Implications of the research for teachers and curriculum designers include building conceptual and implementation bridges between mathematics and their students' social use of math.(The document contains 79 references. Appended are the following: questionnaire for participants; teacher questionnaire; profile of the young people studied; consent form; and logging grid.) (MN) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Adult Literacy National Projects .S. DEPARTMENT OF EDUCATION 0 ice of Educational Research and Improvement E CATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. 1:1 Minor changes have been made to improve reproduction quality. 4O( Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) Effective Pedagogy in NumeracyforUnempbyed YoungPeople RESEARCH REPORT Betty Johnston Mike Baynham Sheilagh Kelly Kerry Barlow Gen& Marks Centre for Language and Literacy University of Technology, Sydney December 1997 Australian National Training Authority DEPARTMENT OF EMPLOYMENT, EDUCATION,TRAINING AND YOUTH AFFAIRS BEST COPY AVAILABLE 2 Funded under the 1996 ANTA Adult Literacy National Project through the Department of Employment, Education, Training and Youth Affairs. The views and opinions expressed in this document are those of the author and the project team and do not necessarily reflect the view of the Commonwealth and the Australian National Training Authority. © 1997 Commonwealth of Australia 3 Contents Introduction 1 Chapter 1Theoretical frameworks: the concept of numeracy as social practice 5 Chapter 2 The socio-economic context of the study 21 Chapter 3Methodology 31 Chapter 4 Structuring categories of numeracy practice 41 Chapter 5Everyday sites of numeracy practice 63 Chapter 6 From mathematics to numeracy practice 81 Chapter 7Investigating numeracy practices: teacher research 99 Chapter 8 Understanding numeracy practices: pedagogical implications 111 References 133 Appendices 139 4 Introduction The Numeracy in Practice project grew out of a triple interest. The first, a pedagogical interest, arose from a concern about how and what to teach the group of young unemployed people who formed an increasing proportion of adult numeracy classes. As teachers we are concerned with the professional training of numeracy teachers who work increasingly with these young unemployed people in a range of contexts. What sort of mathematics was relevant to the young unemployed, what sort of maths did they need in their everyday lives? How could they learn effectively? What strategies did numeracy teachers need to develop? We saw that many teachers who were skilled in teaching the more traditional students of Adult Basic Education had few resources to draw on in their interactions with this new population of students. There was frequently a disjunction between the culture of the classroom and the culture of the student, with little relevant literature to inform teachers' pedagogy. The second interest, which grew out of our own teaching, was a commitment to the importance of research as a way of informing teaching, leading to the question of whether we could develop guidelines that would be useful for teachers to research numeracy practices in their own many and varied learning environments. The third interest was a fascination from a theoretical perspective with the concept of mathematics as practice, or numeracy practices, a concept parallel to the more theoretically developed and researched idea of literacy practices. Some research had been done on numeracy practices in the workplace (cf Scribner 1984, Lave 1988, Nunes, Schliemann & Carraher 1993), but very little on the numeracy necessary for effective participation in structures and activities related to community and organisations beyond the workplace. We were interested in practice, not just as 'what people do', but in how this doing is in fact shaped and constrained by broader social structures, such as gender and location. In our research, we draw on a notion of practice developed by Connell (1987), who describes it as 'what people do by way of constituting the social relations they live in, 'seeing human action as involving free invention within structural constraints ("invention within limits", to use Bourdieu's phrase)' (ibid p95). Such a position presupposes both the person as agent, and the formative role of structure in shaping and constraining possible agency. Practice in this sense is specific, historical and constrained by structure. Connell argues that to describe the constraints of the particular situation to which the active individual responds is to describe structure: ...structure is more than another term for 'pattern' and refers to the intractability of the social world. It reflects the experience of being up against something, of limits on freedom; and also the experience of being able to operate by proxy, to produce results one's own capacities would not allow. (ibid p93) Numeracy in Practice Introduction To explore numeracy in this framework is to ask how numeracy practices are 'organised as a going concern' (ibid p62) and to investigate implications of this view for curriculum development. It is to work from the assumption that social structures are not given but historically constituted, an assumption that implies the possibility that different social interests and constraints may result in different organisations of the practice of numeracy. In Chapter 1 we explore further this notion of numeracy practices, relating it to both the literature on mathematics as practice, and to the intersecting research on literacy practices. Our question thus combined pedagogical and theoretical interests. We assumed that young people work to make sense of their worlds, including the world as it intersects with mathematics, and that they bring significant skills and experience to the numeracy learning situation. We wanted to explore how numeracy practices are 'organised as a going concern' with young unemployed people in both urban and more rural sites, to tease out particular instances of how different social interests might result in different practices, and to help teachers use the awareness gained to value but also to extend the practices that students have already 'invented' within the structural limits that constrain their choices. As we began to collect our data, talking to young unemployed people and some of their teachers, and reading the related literature, it became clear that the very category 'young unemployed' was itself highly problematic. Chapter 2 takes up this issue in its portrayal of the social and economic background of the study. 'Young' was clearly the result of a fairly arbitrary decision, but 'unemployed' was also a much more problematic category than we had anticipated and it quickly became clear just how the category was socially, politically and economically constructed. The research exploded the notion of a singular 'unemployed young person'. We started to see 'unemployment' as something more diverse and fluctuating with many
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