Topic Group A

ALM-22The Synergy Between Research and

Practice

• Session One

In the field of adult mathematics education, the researcher is often a practitioner, perhaps more so than in other areas of educational research. – How do you view yourself?– How do you experience the synergy?

• Session Two

How can ALM support and advance synergy in our work?

What is Topic Group A?

• Topic Group A was formed at ALM-4 to serve as a discussion group where researchers and practitioners could chat about the interplay of their roles and the

co-dependency of their work.

Earlier Topics• Adult Mathematics as Moorland• Numeracy, Empowerment, Democracy• Practice and Theory Always Connected• Adult Mathematics Education draws from many

disciplines: mathematics, education, sociology, psychology, biology,…

• Reseach in mathematics education can be categorized in several ways: workplace, family literacy, basic maths, financial literacy, …

• What are the national constraints on numeracy education – economic, demographic, assessment, instructor credentialing?

• How do we “get the message out?”

Some Key Points for TeacherResearcher Collaboration (1)

• There should be a focus on important mathematics

• The work should be relevant to the teachers’ goals and concerns

• Everyone should get something out of it

• Must be curriculum based

• Should enlighten teachers and researchers about practical issues

• (Sriraman, B. and Torner, G., 2014. The 2011 Banff workshop on teachers as stakeholders in mathematics education, The Math Enthusiast, Vol. 11, No. 1, pp. 1-6)

Some Key Points for TeacherResearcher Collaboration (2)

• Should add to the knowledge base about teacher and student learning

• Need to understand and match each other’s goals, motivations, and constraints

• Clear statement of what each will do, get and use the results

• (Sriraman, B. and Torner, G., 2014. The 2011 Banff workshop on teachers as stakeholders in mathematics education, The Math Enthusiast, Vol. 11, No. 1, pp. 1-6)

An ALM Contribution?

• Share formal qualifications frameworks• Establish ways to formalise the informal• Seek funding to run a global, coaching,

mentoring and supervision network• Facilitate Information and Knowledge exchange

amongst the workforce in partnership with e-providers

• Establish research programmes focussing on professional development and its impact