Adult Learning mathematics drawing from a dialogic Learning perspective

Abstract

This article addresses mathematics education for adult learners. Existing prior research explains that adult learning is different than how children learn. When teachers teach mathematics in adult schools, they have to have in mind aspects such as the context, the role played by the experience gained over the by adults, as well as the ability that everyone has to use mathematics in their daily lives. This article discusses research drawing on how a group of women explain how they understand mathematics, how they define themselves towards mathematics, and what kind of consequences these aspects have on their learning process. The article concludes that building spaces for egalitarian dialogue contributes to open learning possibilities for these women.