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Analysing and construing mathematics containing designing activities in adults’ workplace competences
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2014 (English)In: Quaderni di Ricerca in Didattica" QRDM (Mathematics), ISSN 1592-5137, E-ISSN 1592-4424, Vol. 24, no suppl. 1, 86-89 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we describe a study within the theme of “Mathematics and its teaching in relation to other disciplines.” We present findings on mathematics containing activities in adults’ workplace competences. Our interest lies in a broad spectrum of aspects where mathematics is not viewed as possible to “obtain” in a pure sense but is interwoven and contextualised within workplace activities. We adopt a model where the institutional framing is emphasised: a learning design sequence (Selander, 2008). Coordinating with multimodal social semiotics, we have examined the video data and interviews with an interest in mathematical notions, interpersonal aspects, and the role of communicative resources including artefacts.  In a previous study, adopting the same analytical framework, we introduced a theme on measuring which is here followed up when we present a construed theme within what Bishop (1988) labels designing: Forming as functionality and aesthetics (a tentative name). In this paper, we mainly present findings from analysis of data from a coachworks garage where a worker is fixing a bump on a car. We claim that the outcomes from our analyses hold affordances for school mathematics in general and for pre-vocational studies specifically.

Abstract [fr]

Cet article présent une étude conduite dans une classe de mathématiques multilingue, où les différentes réalités sont analysées en utilisant les concepts de discours et d’agence. Les données d’une étude ethnographique précédente sont utilisées, en observant comment les différentes expériences des élèves fonctionnent en apprennent la mathématique. Nos résultats  démontrent comment les expériences hors de l’école sont utilisées dans leur apprentissage des mathématiques. Ces expériences se réfèrent aux traditions suédoises de l’enseignement dans l’école primaire, où par exemple les contes sont utilisés. Consacrant du temps à la communication, et aux activités où les élèves ont la possibilité d’apporter une contribution au contenu mathématique et au savoir partagé dans la classe, parait rendre les élèves objectifs vis-à-vis des idées mathématiques. L’inclusion des questions et réponses des élèves dans les pratiques de classe, ont soutenu les élèves étant apprenants actifs. En effet, l’agence édictée des étudiants ont maintenu un discours de dialogue dans la mathématique scolaire.

Place, publisher, year, edition, pages
2014. Vol. 24, no suppl. 1, 86-89 p.
National Category
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-121822OAI: diva2:861582
Adults' mathematics: In work and for school
Swedish Research Council, 2010_5151
Available from: 2015-10-18 Created: 2015-10-18 Last updated: 2015-11-04Bibliographically approved

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Björklund Boistrup, Lisa
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