6. Reasoning and problem-solving should be integrated into all teaching.

7. Learners must be provided with opportunities to work in groups…working together provides learners opporunities to hone personal qualities such as self-esteem, sociability, self -management, integrity and honesty.

8. The focus on mathematical communication should be increased. Teaching mathematical communication is integral to the success of math reform efforts…teachers need to use a variety of approaches, models, and manipulatives and have the students involved in talking about their work with each other on a frequent and regular basis.

9. Teachers need to be comfortable presenting math concepts using a variety of strategies and approaches. Teachers need staff development where they can share with each other successful teaching strategies.

10. Success needs to be built into the adult education classroom. Adults need to have success early on and often when they begin a math class. This success enables them to develop confidence in their ability to do math, which in turn paves the way for further positive math learning experiences.

Some of the suggested practices listed above are echoed in John Dingwall’s 2000 paper, Improving Numeracy In Canada. That paper contains a section entitled, “What Works Well: Success Factors”, Some of those success factors, as identified by Dingwall’s research, are summarized:

In general, adult numeracy programs work well if they are designed and delivered in accordance with the principles and ‘best practices’ of adult education. These include: linkage to goals and purposes; working with preexisting knowledge and experience; relevance, realism and practicality; focusing on learners (and their wider situations); and maximizing accessibility, flexibility and choice.