What Motivates Adults to Learn Math? Research Insights

Understanding why adults choose to return to learning mathematics later in life offers valuable insights for educators working in community settings. Marsida Horeshka's action research project with the Workers Educational Association reveals the complex motivations driving women to join adult numeracy classes in some of Birmingham's most disadvantaged areas.

Working exclusively with female learners—a demographic pattern that emerged naturally rather than by design—Horeshka discovered that traditional assumptions about adult motivation don't always align with reality. While educators often expect adults to arrive "with bags of motivation," her research uncovered more nuanced drivers behind classroom engagement.

The study's 15 participants, predominantly mothers born outside the UK, shared remarkably consistent primary motivations. Rather than career advancement being the sole focus, helping children with homework emerged as the strongest driver, with nearly half of participants citing this as their main reason for joining. This family-centered motivation challenges conventional adult education models that emphasize individual achievement and career progression.

Location accessibility proved crucial to participation. Many participants couldn't travel far from home due to cultural expectations, family responsibilities, or lack of transportation. Holding classes at their children's school created an ideal solution—mothers could drop off their children and remain for three hours of learning without additional travel or cultural barriers.

Perhaps most significantly, all participants described mathematics as "interesting" despite also finding it difficult. This positive perception contradicts research suggesting that negative school experiences typically create lasting mathematical anxiety in adults. The finding suggests that community-based adult education can successfully reshape mathematical attitudes when delivered appropriately.

Horeshka's intervention—incorporating school-based calculation methods familiar to participants' children—proved highly effective. By teaching "partitioning" and "counting up" methods instead of traditional adult approaches, she created immediate practical value for learners' primary goal: supporting their children's education.

The research highlights the importance of understanding learners' lived experiences rather than making assumptions about adult motivation. These women weren't simply seeking personal advancement; they were navigating complex family responsibilities, cultural expectations, and practical limitations while pursuing education that would benefit their entire families.

For adult education providers, this study demonstrates that effective numeracy programs must consider the whole person, not just the learner.