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Voices about mathematics in vocational education: Two subject areas' relationships to each other
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Malmö stad.
2018 (English)In: Numeracy as social practice: Global and local perspectives / [ed] A. Rogers, B. Street, K. Yasukawa, & K. Jackson, London: Routledge, 2018Chapter in book (Refereed)
Abstract [en]

This chapter addresses ways of characterising interfaces between mathematics and the educational subject of construction work in pre-vocational studies, with a specific interest in mathematics as part of the students’ anticipated work in the construction industry. The findings derive from an action research project where it also was investigated how vocational students, teachers (in mathematics and construction work) and a researcher in writing describe these relationships. The data consists of photos and pictures from teaching and learning activities and meetings, written answers to questions, notes and logs. The findings reveal how the interfaces between mathematics and construction work should be viewed as a content area of its own, with relationships to each of the respective subject areas, summarized in this chapter as a general model. The findings also point to how the interfaces concern substantially more than viewing mathematics as simply being applied in a workplace practice. It may also be the case that mathematics in itself may explain aspects of the subject of construction work.

Place, publisher, year, edition, pages
London: Routledge, 2018.
Keyword [en]
Mathematics, Vocational education, Application of mathematics, Recontextualisation, Action research, Interfaces
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-141749OAI: oai:DiVA.org:su-141749DiVA: diva2:1088760
Available from: 2017-04-14 Created: 2017-04-14 Last updated: 2017-04-14

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  • apa
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