Whose voices matter? Adults with learning difficulties and the emancipatory potential of numeracy practices

Silke Schreiber-Barsch,Wiebke Curdt,Hanna Gundlach

doi:10.1007/s11858-020-01133-1

Silke Schreiber-Barsch, Wiebke Curdt + Show 1 more

Open Access

https://doi.org/10.1007/s11858-020-01133-1

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Abstract

In this paper we explore the numeracy practices of adults with learning difficulties (also termed intellectual disabilities). For this purpose, the perspectives of a social practice view on numeracy practices and the concepts of disability and vulnerability were adopted. We argue that little research attention has been paid so far to this social group from an adult’s perspective, using the benefits of a small-scale qualitative approach and principles of participatory research. It is for this reason that in the paper we present selected insights gained in an exploratory qualitative study in which we conducted shadowing and interviews with adults with learning difficulties as well as focus groups with professionals. The unit of analysis is social practices, which shifts the attention from behavioural or cognitive facets of individuals towards the ways of acting out numeracy in everyday contexts. In our conclusion, we argue for a resource-oriented perspective on numeracy learning, thus recognising the voices of all adult learners, and for emphasising the emancipatory potential of acting out numeracy, which help enable rather than disable learners.

Highlights

An extensive body of educational research, global testing regimes like the Programme for the International Assessment of Adult Competencies (PIAAC), and policy agendas such as the United Nation’s (UN) Sustainable Development Goals (SDGs) (Target 4.6) give credit to the relevance of numeracy
In this paper we aimed to elaborate on numeracy practices of adults with learning difficulties; yet, our research approach has limitations
Our focus on social practices as the unit of analysis and our use of research methodologies and methods proved appropriate for calling attention to abilities, meanings and events that have far been unrecognised in existing research

Summary

Introduction

An extensive body of educational research, global testing regimes like the Programme for the International Assessment of Adult Competencies (PIAAC), and policy agendas such as the United Nation’s (UN) Sustainable Development Goals (SDGs) (Target 4.6) give credit to the relevance of numeracy. Ix; see Gal et al 2020) On this basis, we elaborate on numeracy in relation to the age group of adults and target their numeracy practices. The term ‘adults’ refers here to persons who are considered to be adults at the age of 16 and older (as done, for example, in the PIAAC survey). The authors concluded that the term ‘numeracy’ usually identifies “the knowledge and capabilities required to accommodate the mathematical demands of private and public life, and to participate in society as informed, reflective, and contributing citizens” The interpretation accounts for both the mastery of school mathematics and “the capability to: make sense of non-mathematical contexts through a mathematical lens; exercise critical judgement; and explore and bring to resolution real world problems” The interpretation accounts for both the mastery of school mathematics and “the capability to: make sense of non-mathematical contexts through a mathematical lens; exercise critical judgement; and explore and bring to resolution real world problems” (p. 531)

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