A blend of quantitative and qualitative field-based research, this participatory study explores the state of Adult Basic Education mathematics, identifying and examining factors that influence math instruction in ABE classrooms across Massachusetts. Referencing literature on current reform movements in formal mathematics education and literature on adult learning theory and research, patterns in the existing ABE mathematics instructional context that might support or oppose future reform are identified.
To create an accurate and detailed picture of the adult basic education learning environment this study explores five key aspects of the mathematics instructional context: the program context, the instructional environment, the ABE math instructor, the adult learner, and the content, curriculum and support materials used in math instruction. Practitioners within Massachusetts and across the United States contributed to the design of the study and analysis of the data.
Information was gathered in two phases. The first involved a survey of the programs and instructors involved in math instruction. In the second, a representative case sample of 15 programs was selected and interviews were conducted with 17 individual instructors and 13 focus groups of learners (49). In addition, classes were observed and materials were collected from each program.
Selected themes that emerge include: (1) the general lack of support for math instruction in ABE programs; (2) the need for flexible staff development and curriculum support options to accommodate the diversity existing in the ABE math community; (3) instructor and learner initial anxiety concerning math (and its effect on learning/instruction); (4) learners increased self-confidence is triggered by mastering math activities; (5) the perceived effectiveness of reality-based, hands-on, and collaborative activities in learning math; (6) the prevalence of multi-level math classes poses serious challenges for instructors; (7) the discrepancy between use (high) and perceived usefulness (low) of standardized assessment tools; (8) information gathered from those within the learning environment proves to be most accurate; (9) given information, opportunity, and support, ABE math instructors gravitate towards change; (10) recommendations for instruction emerging from adult learning theory support reform and existing structures.
The study concludes by providing recommendations for reform efforts, staff development and training, and development of math curricula, materials and approaches to assessment.
