Making mathematics come alive: the effect of implementing recommended teaching strategies in the college classroom

Abstract

This article examines the experiences of adult students during the implementation of recommended adult education practices in a graduate level mathematics methods course for early childhood education teachers. The purpose of the study was to discover what effect the utilisation of adult education teaching strategies had on graduate students who perceived themselves as being uncomfortable with or inadequate in the field of mathematics. The data from the study reveals six major themes surrounding the use of effective teaching practices: (1) the elimination of the fear of mathematics; (2) a higher level of competence in performing mathematical operations; (3) acquisition of a better understanding of mathematical processes; (4) achievement of a higher level of mathematical confidence; (5) acquisition of an ability to foster learning; and (6) the positive effect on students' learning resulting from the techniques modelled by the teacher-educators. Findings indicate that certain recommended adult education teaching strategies may enhance students' development of self-confidence and understanding of mathematical concepts.