From failure to success: Changing the experience of adult learners of mathematics

Abstract

For the last few years, the author has been part of a team developing a mathematics course for students most of whom are women, many of whom are black and all of whom are attempting to gain entry to a teacher-training course by successfully completing a one year re-entry course. It is a requirement that teacher-training students should have attained a suitable standard in mathematics. Further Education colleges where re-entry courses are sited have a sad history of student failure in mathematics. The theoretical environment in which the development of this course took place is described in order to place the course in context. In particular, attention is drawn to the re-definition of mathematics which encourages student enquiry and experimentation in order to establish a basis for understanding the subject, and to the teaching/learning model which creates an environment of respect and confidence. The roles of students and staff in a learning environment of this kind are discussed. Particular attention is paid to the attitudes and feelings of the students and the effects on their expectations.