2016 Annual Conference

As adult students progress in math courses, they often forget concepts they learned in prior courses. In this session, educators will discuss how to incorporate previously learned concepts and acquired skills into new lessons and assessments so that students are able to retain and apply knowledge in an algebra course

The target audience is adult education teachers and curricula designers whose subject area is math

Academic failure contributes to a 30% dropout rate in US high schools and a 57% dropout rate from adult schools. Students’ math skills are a predictor of the students’ likelihood of dropping out of an adult education program. Because math learning is linear and hierarchical, understanding new concepts is dependent on understanding of previous concepts. Students need to learn and master skills before attempting to learn new skills. To learn and master math, students need context to help them to make sense of their learning. Adult educators of math can utilize course design and employ instructional strategies that incorporate prerequisite skills. The ability to know how and when to use a skill is necessary for learners to apply it and monitor their success in its use. Courses can be designed to reinforce as well as prompt recall of previously acquired skills. By embedding basic skills in the context of later learning, adult educators can help students learn to apply previously gained skills in new contexts.