Abstract
This study explores learners' accounts of what they want from an adult numeracy curriculum, using mind maps to construct and present a 'snapshot' of their current conceptions of the curriculum. Analysis of the resulting maps finds that for most participants, the desired curriculum is constructed in terms of school mathematics. However, for one group, exposed to wider issues of social justice, the curriculum is constructed in terms of situated practice and financial literacy. The discussion draws on Bernstein's theories of curriculum and ideology; Freire's conscientization; and research on adults' motivations for learning numeracy. It is suggested that most learners in this study value the cultural capital associated with school mathematics, and that these learners wish to engage with the challenge set by school mathematics. However, a minority of learners appeared to undergo a process of conscientization, formulating ideas for a numeracy curriculum relevant to adults' lives.