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Construing mathematics-containing activities in adults’ workplace competences: Analysis of institutional and multimodal aspects
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)In: Adults Learning Mathematics - An International Journal, ISSN 1744-1803, E-ISSN 1744-1803, Vol. 9, no 1, 7-23 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we propose and discuss a framework for analysing adults’ work competences while construing mathematics-containing “themes” in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorry-loaders, and a nurses’ aide at an orthopaedic department. In the analysis we adopt a multimodal approach where all forms of communicative resources (e.g., body, speech, tools, symbols) are taken into account. We also incorporate the institutional norms of workplace activities into the analysis. We coordinate a multimodal social-semiotic perspective with a learning design sequence model (Selander, 2008) which makes explicit the institutional framing. Adopting this framework enables us to understand learning as communication within a domain, with an emphasis on content matters, interpersonal aspects, and roles of communicative resources and artefacts. We describe a tentative theme(Measuring: precision through function and time), andilluminate how workplace specific resources for measuring provide efficiency and function.

Place, publisher, year, edition, pages
2014. Vol. 9, no 1, 7-23 p.
Keyword [en]
workplace, mathematics, competence, multimodality, learning, institutional norms, interpersonal
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-121820OAI: oai:DiVA.org:su-121820DiVA: diva2:861581
Projects
Adults' mathematics: In work and for school
Funder
Swedish Research Council, 2010-5151
Available from: 2015-10-18 Created: 2015-10-18 Last updated: 2017-12-01Bibliographically approved

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