Commentary on the Chapter by Wolfgang Schlöglmann, “Mathematics Education for Adults: Can It Reduce Inequality in Society?”
Adults, education, Bildung, inequality, lifelong learning, and mathematics are the key terms in the chapter written by Schlöglmann. In the 1990s, he was one of the pioneers that cultivated the borderland between mathematics education, adult education, and vocational education as a subfield of mathematics education research (see Wedege 2000). Together with Jungwirth and Maasz at the University of Linz, he conducted a large empirical study exploring “the state of mathematics education within the adult education system in Austria” (Jungwirth et al. 1995, p. 13). In this study, the authors made an important distinction between courses where mathematics is explicitly taught and courses where mathematical concepts and methods are used implicitly. In order to label the latter they constructed the term “Mathematikhaltige Weiterbildung” (translation: “Mathematics-containing continuing education”) presumably to remind people that mathematics in vocational training, as in the workplace itself, is integrated with other subjects and vocational competences. Elsewhere I claimed that within the scientific domain of mathematics education they paved the way for research on vocationally oriented adult education, where mathematics is an integral part (Wedege 2000).
KeywordsMathematics Education Vocational Training Lifelong Learn Adult Education Mathematics Education Research
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