Exploring learning conditions for adult learners in a mathematics course in Manitoba from a critical perspective
This qualitative study explores the learning conditions of marginalized adult learnrs enrolled at an adult high school. The study also explores the role of mathematics in the adult learning environment. The study collected data from two sources: a survey collected data from 64 adult learners enrolled in a high school mathematics course that leads to graduation; interviews were also conducted with ten of these participants. The findings indicated that although both external and internal factors were identifited by the participants as affecting the learning envoronment, these were not regarded as barriers to learning. The participants had a positive view of their own abilites. Mathematics was regarded by the learners as important and was not regarded as an obstacle to their goal of a high school diploma.