Disrupting Dominant Discourses: A (Re)Introduction to Social Practice Theories of Adult Numeracy
Disrupting Dominant Discourses: A (Re)Introduction to Social Practice Theories of Adult Numeracy
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颠覆主流话语：成人算术社会实践理论（重新）导论
DOI：
10.5038/1936-4660.11.1.2
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Helen M. Oughton
中科院分区：
文献类型：
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作者：
Helen M. Oughton
本文以近期国际成人技能调查的报告为例证，考察了主导话语在构建成人算术缺陷观点中的作用。社会实践理论被引入作为研究成年人在日常生活和工作中实际使用算术的另一种视角。这一观点表明，像PIACC这样的大型调查使用的测试项目只是现实生活中计算技能的替代，而且此类测试的表现可能不能代表成年人的计算技能。相反，社会实践理论表明，成年人可能有非正式的、情景的算术练习，这些练习在日常生活中充分服务于他们。然而，它也提请人们注意将数学从课堂转移到日常算术情景的困难，同时它认识到成人算术学习者的动机可能是功能算术以外的其他目标，如个人成就感或入门资格。对成人学生课堂教学的替代方法提出了建议，这些方法承认并借鉴了成人丰富而多样的经验；探讨了这些方法的挑战和紧张。
The role of dominant discourse in constructing a deficit view of adult numeracy is examined, using reports from recent international surveys of adult skills as illustrative examples. Social practice theory is introduced as an alternative perspective for examining the ways adults actually use numeracy in their daily lives and work. This perspective suggests the test items used by large-scale surveys such as PIACC are only proxies for real-life numeracy skills, and that performance in such tests may misrepresent the numeracy skills of adults. Instead, social practice theory suggests that adults may have informal, situated numeracy practices that serve them adequately in their daily lives. However, it also draws attention to the difficulty of transferring mathematics from the classroom to everyday numeracy situations, while it recognizes that adult numeracy learners may be motivated by other goals than functional numeracy, such as personal fulfillment or a gateway qualification. Alternative approaches to classroom teaching for adult students are suggested which acknowledge and draw on adults’ rich and varied experiences; the challenges and tensions of such approaches are explored.