PDM- Challenges of the 21st century – Common European Numeracy Framework

PDM – Challenges of the 21st Century

Introduction

Relation to Common European Numeracy Framework

Key issues

It’s about:

to connect the aspects of the CENF with frameworks on 21st century skills.
to understand that numeracy, literacy and digital competences are the pillars of the basis skills of the 21st century.

Suggestions for PDM meetings

PD – Activity 1
Reflection, discussion: “Which task is easier?”
To open the subjective perspective of the teachers (prior knowledge, prior beliefs, prior experiences on the theme)

PD – Activity 2

To study and discuss two or more examples of how this can be addressed in an Adult Numeracy activity.

PD – Activity 3
Find your own examples and describe learning paths
To design by/with teachers of one or more Adult Numeracy Activities for his/her own teaching situation, exchange results between the teachers. Discuss. Suggestions

Reflection
Challenges for teaching?
To reflect on the levels addressed in this mini-module.

Information/background

Knowledge Theory
Productive Failure
Needs of learning adults
Realistic Mathematics

Self study

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Resources

Often used frameworks for 21st century skills

Literature

Csapó, B., & Funke, J. (2017). The nature of problem solving. Using research to inspire 21st century learning. OECD Publishing. https://doi.org///dx.doi.org/10.1787/9789264273955-en

Eccles, J. S. (1996). Handbook of Competence and Motivation. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation: Theory and Application (pp. 105–121). https://doi.org/10.1177/0044118X96027004004

Geiger, V., Goos, M., & Forgasz, H. (2015). A rich interpretation of numeracy for the 21st century : a survey of the state of the field. ZDM, 47(4), 531–548. https://doi.org/10.1007/s11858-015-0708-1

Hoogland, K. (2020). Adult numeracy practices in the 21st century: imperative implications for education. In D. Kaye Arkenbach, Charlotte (Ed.), Proceedings of the 26th ALM conference (pp. 1–12).

Hoogland, K., Auer, M., Díez-palomar, J., O’Meara, N., Groenestijn, M. Van, Niamh, O., Hoogland, K., Auer, M., Díez-palomar, J., Niamh, O., & Groenestijn, M. Van. (2019). Initiating a Common European Numeracy Framework. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 1–8). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://hal.archives-ouvertes.fr/hal-02409293

Hoogland, K., Díez-Palomar, J., & Vliegenthart, M. (2019). Towards a common European numeracy framework. In B. Kelly, D. Kaye, G. Griffiths, D. Dalby, & J. Stacey (Eds.), Boundaries and Bridges: Adults learning mathematics in a fractured world. Proceedings of the 25th International Conference of Adults Learning Mathematics: A Research Forum (ALM) (pp. 64–66). UCL Institute of Education.

Voogt, J., & Pareja Roblin, N. N. (2012). A comparative analysis of international frameworks for 21 st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938