Intro: Adults, education, Bildung, inequality, lifelong learning, and mathematics are the key terms in the chapter written by Schlöglmann. In the 1990s, he was one of the pioneers that cultivated the borderland between mathematics education, adult education, and vocational education as a subfield of mathematics education research (see Wedege, 2000). Together with Jungwirth and Maasz at the University of Linz, he conducted a large empirical study exploring “the state of mathematics education within the adult education system in Austria” ((Jungwirth, Maasz, & Schlöglmann, 1995, p. 13). In this study, the authors made an important distinction between courses where mathematics is explicitly taught and courses where mathematical concepts and methods are used implicitly. In order to label the latter they constructed the term “Mathematikhaltige Weiterbildung” (trans.: Mathematics-containing continuing education ) presumably to remind people that mathematics in vocational training, as in the workplace itself, is integrated with other subjects and vocational competences. I have claimed that they paved the way, within the scientific domain of mathematics education, for research on vocationally-oriented adult education where mathematics is an integral part (Wedege, 2000).