INSTRUCTIVO DE LLENADO

It is interesting to explore Jean’s explanations of her previous “difficult” experiences and those she encounters when learning as an adult. This is important, as it is the difference in learning experiences that helps facilitate what I term her AMJ.

When asked what the ‘difference’ was she explains how she was initially “egged on by her [TU] colleagues” to improve her maths skills and to re-engage with learning. She reports being able to overcome her negative memories when she feels more “relaxed” and “supported” by her colleagues.

She says “the difference is you are doing it with people you trust, because they work with them, they are colleagues and friends”. This notion of trust in her social group of learners is key to her motivation to learn because she feels able to openly admit she had not

“grasped” a mathematical concept and the tutor and the rest of the group will try a variety of different strategies to help her learning. Jean explains

“If I am struggling, the rest [of the group] would help. You never felt you were holding someone back because you didn’t grasp something. The group never moved on until everyone had grasped what they should be doing. The environment and the people you were learning with made the maths a lot easier”.

Jean links the support of the social group to the idea of maths becoming “easier”, indicating a cognitive influence. Mathematics educators and researchers such as Lerman (2000), Boaler (2000), Winbourne (2008), and Swan (2012) promote more collaborative

approaches to learning, arguing that encouraging discussions between peers in

mathematics groups helps learners develop a shared conceptual understanding of topics and possible solutions.

Jean’s description of learning in the trade union classes could also be termed what Schorr and Goldin (2008) call ‘an emotionally safe environment’ where colleagues support each other to learn and do not experience ‘humiliation’ if they are open about their

misconceptions.

Jean also argues it is important for adults to feel comfortable in the learning environment, or physical space, when she argues they need to be

“…in their comfort zone. In their workplace they are comfortable. I find a lot of adult learners the first time they are taken into a college it’s like walking over that

threshold; it’s a massive step for them to go back into that environment”.

She connects the idea of a “relaxed” environment to the physical learning space because it does not have the feeling of a traditional classroom when she suggests the learning space is

“not as ‘academic’ in respect of tables and chairs all facing the front. We were all sat around table, the tutor mingled with everyone. It was a relaxed environment”.

So, Jean ascribes successful learning to a “relaxed” environment promoted by a supportive learning group in the comfort of a non- traditional learning space. The difference between her previous experiences and the learning approach promoted by trade unions appears to be the key to Jean’s ability to undergo her AMJ and reflect my findings discussed in section 7.2 (on page 112) when interviewees described how they preferred to learn mathematics. Jean also relates her change in emotions and feelings of confidence to other social face-to -face groups when she talks about the influence of her family and her trade union

colleagues. She describes the significance of receiving an award as a tutor for her trade union, Unite. She describes acting as a role model to her children who also have dyslexia, when she explains it as:

“ The biggest thing for me was [when] I actually did my teaching qualification 4and at the end got my cap and gown. That was massive for [my children] … To actually watch mum crying every weekend and achieving that at the end … maths was part of that … so it’s been a good journey … so far”.5

This reflects one aspect of Bandura’s (2004) notion of ‘social cognitive theory’ where he argues self-efficacy or self-belief is developed in social situations, for example, when ‘seeing people similar to oneself succeed by perseverant effort raises observer’s beliefs in their own abilities’ (p. 79).

Jean also speaks about how learning through the context of the trade union influencing her motivation. She describes how her trade union colleagues initially suggest she becomes a ULR and negotiate with her company to release her from work to enable her to go on the courses. This motivates her initial interest in learning because

“That was a challenge, but once it [the learning] got hold of me that was it. The learning took off. I did course after course, as I said I had never had so many qualifications…and if it hadn’t been for the union I would never have done it”.’

4

I am not sure when she achieved this qualification as it is now a requirement to have level 2 mathematics in order to achieve a teaching diploma.

5_{I am not sure when Jean achieved this qualification as it is now a requirement to have level 2 mathematics}

Clearly the family and trade union colleagues also play an important role in Jean’s affective mathematical journey. Again this reflects the findings discussed in earlier sections in

relation to motivations to learn mathematics in relation to both trade unions, discussed in section 7.1.1.1.2 (on page 99 ) and in section 7.3.1.2 (on page 126) and families

discussed in section 7.1.1.3 (on page 102).