Looking Past the Constants and into the Variables of Mathematics Education

In teaching higher education mathematics at a community college, I encounter learners of various ages. The learners include students who are still in high school, the traditional college student, and adult learners.

Learning

Adult learners learn differently than other learners. They learn by connecting a concept to a real-world scenario. They real-world scenario can be something from their previous job or a past life experience. They learn by making a connection. Adult learners learn by doing. This process is known as andragogy. With andragogy teachers move from a lecturer to more of a facilitator. Learning is focuses on experiences and is self-directed. This differs from pedagogy where the focus is on structure and teacher led instruction. Educators teaching adult learners must “get to know” their students. This will better prepare educators to create lessons to which adult learners can relate. Some adults learners may have faced a “disorienting dilemma” that changed their life’s plan. Examples of a “disorienting dilemma” can be loss of a job or divorce. Transformational learning is a result of a “disorienting dilemma”. Transformational learning challenges the adult learners beliefs, assumptions and worldviews.

Resources

Diverse personal learning plans may be needed to help the adult learner meet their goals. Educators can use Open Educational Resources (OER) to help create the individualized learning plan for the adult learner. OER can be found in the OER Commons. The OER Commons contains free high-quality resources that can be customized to meet the needs of the adult learner. OER also allow educators worldwide to collaborate  in creating the resources. Unlike a printed textbook, OER are online and can be updated immediately. There is no need to wait for a reprint. Since OER are free, the individualized learning plan will not incur any additional fees to the student.