| 000 | 03091nam a22005895i 4500 | ||
|---|---|---|---|
| 001 | 978-3-319-32808-9 | ||
| 003 | DE-He213 | ||
| 005 | 20220530132239.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 160502s2016 sz | s |||| 0|eng d | ||
| 020 |
_a9783319328089 _9978-3-319-32808-9 |
||
| 024 | 7 |
_a10.1007/978-3-319-32808-9 _2doi |
|
| 072 | 7 |
_aJNU _2bicssc |
|
| 072 | 7 |
_aPB _2bicssc |
|
| 072 | 7 |
_aEDU029010 _2bisacsh |
|
| 072 | 7 |
_aJNU _2thema |
|
| 072 | 7 |
_aPB _2thema |
|
| 082 | 0 | 4 |
_a510.71 _223 |
| 100 | 1 |
_aSafford-Ramus, Katherine. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 4 |
_aThe Troika of Adult Learners, Lifelong Learning, and Mathematics _h[electronic resource] : _bLearning from Research, Current Paradoxes, Tensions and Promotional Strategies / _cby Katherine Safford-Ramus, Pradeep Kumar Misra, Terry Maguire. |
| 250 | _a1st ed. 2016. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016. |
|
| 300 |
_aVIII, 41 páginas2 ilustraciones _bonline resource. |
||
| 336 |
_atexto _btxt _2rdacontent |
||
| 337 |
_acomputadora _bc _2rdamedia |
||
| 338 |
_arecurso en línea _bcr _2rdacarrier |
||
| 347 |
_atext file _bPDF _2rda |
||
| 490 | 1 |
_aICME-13 Topical Surveys, _x2366-5955 |
|
| 505 | 0 | _a1. Introduction -- 2. Survey on state-of-the-art -- 3. Summary and looking ahead -- 4. Reference list. | |
| 506 | 0 | _aOpen Access | |
| 520 | _aThis book presents a synopsis of six emerging themes in adult mathematics/numeracy and a critical discussion of recent developments in terms of policies, provisions, and the emerging challenges, paradoxes and tensions. It also offers an extensive review of the literature adult mathematics education. Why do adults want to learn mathematics? Did they enjoy mathematics at school so much that they want to continue? NO! Most of these adults have to learn mathematics because it is part of a formal qualification they need, because their job demands the ability to apply mathematics, or because they need basic numeracy in their daily lives. Lastly, the authors discuss five potential strategies to promote lifelong learning of mathematics among adult learners. | ||
| 650 | 0 | _aMathematics-Study and teaching . | |
| 650 | 0 | _aContinuing education. | |
| 650 | 0 | _aEducation and state. | |
| 650 | 1 | 4 | _aMathematics Education. |
| 650 | 2 | 4 | _aLifelong Learning. |
| 650 | 2 | 4 | _aEducational Policy and Politics. |
| 700 | 1 |
_aMisra, Pradeep Kumar. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 700 | 1 |
_aMaguire, Terry. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319328072 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319328096 |
| 830 | 0 |
_aICME-13 Topical Surveys, _x2366-5955 |
|
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-319-32808-9 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 912 | _aZDB-2-SOB | ||
| 999 |
_c154508 _d154508 |
||