Author: Richard Voss
Deakin University, Australia

Edition: Volume 66, Number 1, April 2026

Introduction: Teaching numeracy to adults within vocational education presents unique challenges due to the diverse backgrounds and varying skill levels that learners possess. Many of these individuals experience anxiety, which can hinder their participation and overall engagement in the learning process. To effectively integrate numeracy into vocational training, educators must connect mathematical concepts to the real-life experiences of their students and implement strategies that emphasise the practical applications of these skills. This research utilises qualitative methods, including document analysis, classroom observations and interviews, to explore the impact of curriculum decisions on adult learning experiences within a foundational numeracy program at a technical and further education institution in rural Australia. The results reveal that, while many students encounter difficulties in developing numeracy skills through a traditional autonomous behaviorist approach, they tend to exhibit a more favourable response to an ideological and student-centred model that actively involves them in their learning journey, demonstrating improved engagement and confidence.

Keywords: vocational education, mathematics education, adult education, teaching and learning, vocational education and training

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This article is part of AJAL, Volume 66:1 The entire volume is available in .pdf for purchase here.