Impediments to adult learner engagement in higher education mathematics learning: Obstacles to creating a classroom culture of enquiry

Learner engagement with mathematics can oftentimes be sporadic and reactive, but in the context of non-traditional, (part-time, undergraduate) adult learners, perhaps more so. This paper outlines some key areas for investigation and research, begins to outline some of the key literature and theoretical perspectives whilst at all times considering impediments that hinder adult engagement with mathematical learning – both individually and corporately. Moreover, it discusses the hypothesis that learners who disengage do so over time and occupy a series of three zones or so-called ‘coping states’, which appear to exist within a continuum characterised as reticent, retreating and withdrawn. It is further hypothesised specific, situational triggers exist, which impede learning and precipitate disengagement, and if identified, may be mitigated or ameliorated. The paper’s function is to provide the reader with an overview of the study thus far undertaken, the key hypotheses identified and subsequent research questions in advance of undertaking the review of theoretical perspectives and key literature.