Theory vs. praxis: what [should] mathematics offender-educators know and why it matters?

Research highlights the consistently poor mathematics performance among adult offenders and investigates the pedagogical knowledge of educators in correctional settings. The study identifies specific andragogical strategies essential for mathematics adult offender-educators, emphasizing the intersection of known and required teaching methodologies. This inquiry, utilizing a mixed-methods approach, aims to define the critical educational practices necessary to address this performance gap.

Why it matters

Addressing low mathematics proficiency among adult offenders is critical for enhancing rehabilitation outcomes and reducing recidivism. Effective educational strategies can improve life skills, employment prospects, and successful reintegration into society. This research identifies foundational pedagogical knowledge essential for educators in correctional systems to achieve these objectives.

Key insights

• Adult offenders consistently demonstrate poor mathematics performance.
• A knowledge gap exists among adult offender-educators regarding effective andragogical strategies for teaching mathematics in correctional facilities.
• The research identifies specific adult mathematics teaching strategies pertinent to offender-educators.
• The study documented andragogical strategies at the intersection of existing and necessary teaching methodologies.
• The inquiry employed a pragmatic epistemological stance and a QUANT-QUAL explanatory sequential mixed-methods research design.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1807748