Resurser

Skapad: 2006-06-22. Ändrad: 2011-11-22  

Resurser

miljöer, nätverk, nationella resurscentra, forskningsinstitutioner, intresseorganisationer
De organisationer som presenteras här har ofta själv mycket innehållsrika webbplatser med länkar till organisationer som angränsar till deras egna verksamhets-/intresseområden. Regelbundna besök på dessa webbplatser rekommenderas!

Nationella
Nationellt kompetenscentrum för livslångt lärande (ENCELL)
Centrum för yrkeskunnande, Göteborgs universitet
Vuxenutbildning i samverkan (ViS)
Vuxenutbildarcentrum (VUFo), Linköpings universitet
Nationellt centrum för svenska som andraspråk, Lärarhögskolan Stockholm

Nordiska
CORMEA – En brygga mellan forskning och skolvärld
Nordiskt Nätverk för Vuxnas Lärande (NVL)
Vox – nasjonalt senter for læring i arbeidslivet
Vuxenutbildning i det finska Undervisningsministeriet
Voksenuddannelse i det danska Undervisningsministeriet
Voksenopplæring i det norska Kunnskapsdepartementet

Internationella
Adults Learning Mathematics (ALM)
Adult Numeracy Network (ANN)
Numeracy Research and Practice, Några länkar om vuxnas matematiklärande
forskning
Forskningen specifikt kring vuxnas matematiklärande är, såväl i Sverige som internationellt, begränsad.

Sverige
Från Sverige finns endast tre doktorsavhandlingar som berör området vuxnas matematiklärande:

Alexandersson, C. (1985). Stabilitet och förändring. En empirisk studie av förhållandet mellan skolkunskap och vardagsvetande. Göteborgs Universitet.
Höghielm, R. (1985). Undervisning i Komvux. Ideal och verklighet i grundskolekurser. Stockholms Universitet.
Löthman, A. (1992). Om matematikundervisning – innehåll, innebörd och tillämpning. En explorativ studie av matematikundervisning inom kommunal vuxenutbildning och på grundskolans högstadium belyst ur elev- och lärarperspektiv. Uppsala Universitet.

Förutom dessa avhandlingar finns, om vi begränsar oss till vårt land, ett antal forskningsstudier som specifikt behandlar vuxnas matematiklärande:

Forskningsgruppen för vuxenpedagogik och återkommande utbildning. (1979). US-VUX projektet: Ämnesmetodiska processanalyser i matematik inom KomVux (Rapport No. 1979:8): Högskolan för lärarutbildning i Stockholm. Institutionen för pedagogik.

Norden i övrigt
Wedege, T. (2000). Matematikviden og teknologiske kompetencer hos kortudannede voksne - Rekognosceringer og konstruktioner i grænselandet mellem matematikkens didaktik og forskning i voksenuddannelse. Roskilde Universitetscenter, Roskilde.

Østergaard Johansen, L. (2006). Hvorfor skal voksne tilbydes undervisning i matematik? – en diskursanalytisk tilgang til begrundelsesproblemet. Dansk Center for Naturvidenskabsdidaktik, Aalborg University, Aalborg.

Internationellt
Det internationella genombrottet för området vuxnas matematiklärande kan sägas ha skett år 1994 då organisationen Adults Learning Mathematics (ALM) bildades. Varje sommar sedan 1994 har ALM organiserat konferenser. Konferensrapporterna från dessa konferenser utgör idag en av de främsta källorna till vår kunskap om vuxnas matematiklärande.
Flera av medlemmarna i ALM har skrivit och medverkat i böcker, antologier och rapporter. Nedan följer några exempel på några av dessa:

Dokumentation från ALM:s årliga konferenser. Dessa konferensrapporter håller för tillfället (Maj 2009) på att digitaliseras för att läggas ut på ALM:s hemsida i fulltextformat.

Benn, R. (1997). Adults Count Too. Mathematics For Empowerment. Leicester: The National Organisation for Adult Learning (NIACE).
Bessot, A., & Ridgway, J. (Eds.). (2000). Education for Mathematics in the Workplace (Vol. 24). Dordrecht: Kluwer Academic Publishers.
Coben, D., O´Donoghue, J., & FitzSimons, G. E. (Eds.). (2000). Perspectives on Adults Learning Mathematics. Research and Practice. Dordrecht: Kluwer Academic Publishers.
Coben, D., Colwell, D., Macrae, S., Boaler, J., Brown, M., & Rhodes, V. (2003). Adult numeracy: review of research and related literature. London: National Research and Development Centre for Adult Literacy and Numeracy (NRDC).
Evans, J. (2000). Adults´ Mathematical Thinking and Emotions. A Study of Numerate Practices. London: Routledge/Falmer.
Fantinato, M. C. (2003). Identidade E Sobrevivência No Morro De São Carlos: Representações Quantitativas E Espaciais. Universadide De São Paulo, São Paulo.
Lave, J. (1988). Cognition in Practice. Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. New York: Cambridge University Press.

Organisationen ICMI anordnar vart fjärde år den matematikdidaktiska konferensen ICME. År 1996 hölls denna i Sevilla i Spanien och för första gången fanns området vuxnas matematiklärande representerat som en egen ”working group”.

Dokumentation från ICME-konferenserna.
FitzSimons, G. E. (Ed.). (1997). Adults returning to Study Mathematics. Papers from working group 18. 8th International Congress on Mathematics Education. Adelaide: Australian Association of Mathematics Teachers Inc.
FitzSimons, G., O´Donoghue, J., & Coben, D. (Eds.). (2001). Adult and Lifelong Education in Mathematics. Papers from the Working Group for Action (WGA) 6, 9th International Congress on Mathematics Education, ICME 9. Melbourne: Adults Learning Mathematics (ALM) and ARIS, Language Australia.

litteratur/läsvärt
Adult Numeracy Network (ANN). (2006). Teaching and Learning Principles & Professional Development Principles.
Curry, D., Schmitt, M. J., & Waldron, S. (1996). A Framework for Adult Numeracy Standards: The Mathematical Skills and Abilities Adults Need To Be Equipped for the Future: The Adult Numeracy Practitioners Network System Reform Planning Project.
Gustafsson, L., & Mouwitz, L. (2003). Vuxna och matematik - ett livsviktigt ämne (NCM-rapport No. 2002:3). Göteborg: NCM, Göteborgs universitet.
Gustafsson, L., & Mouwitz, L. (2004). Adults and Mathematics - a vital subject (NCM-report No. 2002:3). Göteborg: NCM, Göteborgs universitet.
Gustafsson, L., & Mouwitz, L. (2008). Validering av vuxnas kunnande - med rättvisa i fokus. Göteborg: Nationellt centrum för matematikutbildning, Göteborgs universitet.
Gustafsson, L., & Mouwitz, L. (2008). Validation of adults' proficiency – fairness in focus. Göteborg: National Center for Mathematics Education, University of Gothenburg.

tidskrifter
Adult Education Quarterly
Adult Education Quarterly (AEQ) is a scholarly refereed journal committed to advancing the understanding and practice of adult and continuing education. The journal strives to be inclusive in scope, addressing topics and issues of significance to scholars and practitioners concerned with diverse aspects of adult and continuing education. AEQ publishes research employing a variety of methods and encourages the submission of innovative and provocative scholarship informed by diverse orientations. AEQ aims to stimulate a problem-oriented, critical approach to research and practice, with an increasing emphasis on interdisciplinary and international perspectives. The audience includes researchers, students, and adult and continuing education practitioners of many orientations including teachers, trainers, facilitators, resource persons, organizational developers, community organizers, and policy designers.

Adult Learning
Adult Learning is a practitioner-oriented journal published by the American Association for Adult and Continuing Education. It is designed for adult educators to provide articles that approach practice issues with a problem-solving emphasis. The audience for Adult Learning includes all individuals who design, manage, teach, conduct, and evaluate programs of adult and continuing education.

Adults Learning
Adults Learning is essential reading for adult education practitioners and policy makers, offering an informed mix of news, analysis, expert commentary and feature writing, dedicated to adult learning. Published 10 times a year, each issue is filled with in-depth and topical articles written by leading practitioners and experts in the field.

Adults Learning Mathematics - An International Journal
Adults Learning Mathematics - An International Journal is an international refereed journal that provides a forum for the online publication of high quality research on the teaching and learning, knowledge and uses of numeracy/mathematics to adults at all levels in a variety of educational sectors. Submitted papers should normally be of interest to an international readership. We invite contributions in the following areas:
− Research and theoretical perspectives in the area of adults learning mathematics/numeracy.
− Debate on special issues in the area of adults learning mathematics/numeracy.
− Practice: critical analysis of course materials and tasks, policy developments in curriculum and assessment, or data from large-scale tests, nationally and internationally.

Adults Learning Maths Newsletter
ALM newsletters are published a few times a year. The newsletter focuses mainly on examples of good practice and abstracts of research papers.The ALM newsletter is open for announcements of conferences and publications, book reviews, and other announcements on numeracy events in adult education.

International Journal of Lifelong Education
The International Journal of Lifelong Education provides a forum for debate on the principles and practice of lifelong, adult, continuing, recurrent and initial education and learning, whether in formal, institutional or informal settings. Common themes include social purpose in lifelong education, and sociological, policy and political studies of lifelong education. The journal recognises that research into lifelong learning needs to focus on the relationships between schooling, later learning, active citizenship and personal fulfilment, as well as the relationship between schooling, employability and economic development.
With this in mind, the journal provides the context for an informed debate on the theory and practice of lifelong education in a variety of countries and settings. All papers are peer reviewed. Each issue carries a lively reviews section.

Journal of Adult and Continuing Education
Journal of Adult and Continuing Education is a comprehensive international journal covering aspects of theory and practice in adult and continuing education. Published twice a year it provides a forum for rigorous theoretical and empirical work in the broad fields of adult, community and continuing education.

Journal of Vocational Education & Training
The Journal of Vocational Education and Training is a fully-refereed international journal concerned with developments in vocational and professional education and training. The journal welcomes submissions involving a critical discussion of policy and practice as well as articles based on empirical research and analysis. The focus is on policy, learning processes, assessment and accreditation in professional and vocational education rather than on any specific institutional or social context. Consequently, articles which address any aspect of formal or informal vocational learning in any tier of an education system will be reviewed.

KOM
Tidskriften KOM är ett samlande organ för svensk vuxenutbildning alltsedan 1975, då det första numret publicerades. KOM speglar vad som händer i den vuxenpedagogiska vardagen i Sverige och i övriga Europa, inom forskningen och i det politiska spelet kring vuxenutbildningen. Tidskriftens spalter är öppna för reportage och debatt i alla frågor som rör vuxenutbildning.

Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults
Literacy and Numeracy Studies: An International Journal in the Education and Training of Adults focuses on the many and complex ways that language, literacy and numeracy are implicated in adult life.

Numeracy
Numeracy aims to support education at all levels that integrates quantitative skills across disciplines. The journal seeks evidence-based articles on teaching strategies and resources, education research, curriculum design, assessment strategies, and faculty development, as well as perspectives, reviews of educational resources, and commentaries/replies.

European Journal for Research on the Education and Learning of Adults (RELA)
The European Journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers.
RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).

Studies in the Education of Adults
Studies in the Education of Adults is an international refereed academic journal, publishing theoretical, empirical and historical studies from all sectors of post-initial education and training. It aims to provide a forum for the debate and development of key concepts. Each issue normally contains 6-8 refereed articles on academic topics in the education of adults, an editorial and a substantial book review section.
Studies in the education of adults is published by The National Institute of Adult Continuing Education (NIACE) in association with the Standing Conference on University Research and Teaching in the Education of Adults (SCUTREA), the Universities Association for Lifelong Learning (UALL) and the European Society for Research on the Education of Adults (ESREA).

Vocations and Learning: Studies in Vocational and Professional Education
Vocations and Learning provides an international forum for papers on the broad field of vocational learning, across a range of settings: vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies, and more. Coverage includes such topics as curriculum and pedagogy practices for vocational learning; the role and nature of knowledge in vocational learning; the relationship between context and learning in vocational settings; analyses of instructional practice and policy in vocational learning and education; studies of teaching and learning in vocational education; and the relationships between vocational learning and economic imperatives, and the practices and policies of national and transnational agencies. This peer-reviewed journal aims to enhance the contribution of research and scholarship to vocational education policy and practice, and also to inspire new research in this diverse field.

Innehåll: LG