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EPALE

Electronic Platform for Adult Learning in Europe

 
 

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Adults´mathematics: In Work and for School

Language: EN

Posted by Ewa GUSTAFSSON

School knowledge versus everyday knowledge is a fundamental issue in mathematics education. The objective of this research project is to describe, analyze and understand adults' mathematics - containing work competences - including social, ethnic and gender related aspects - in relation and demands made on students' mathematical qualifications in formal vocational education.

The working model for researching the dynamics of adults' mathematics in work and for school combines a general approach - starting with demands from the labour market and school mathematics - and a subjective approach starting with the individual's needs and competences in work. The problem complex will be studied through empirical investigations - quantitative (survey) and qualitative (observations, interviews and document analysis) - in interplay with theoretical constructions.

Mathematics is integrated within workplace activities and often hidden in technology: mathematical elements are subsumed into routines, structured by mediating artefacts (e.g. texts, tools), and are highly context-dependent. As a discourse of education, lifelong learning assumes that learning takes place in all spheres of life. This project seeks to reverse the one-way assumption from school knowledge to workplace knowledge and to learn from workplace activity what might be appropriate for vocational education and training with implications for general schooling in Sweden.

Updated by Marie Jacobsson
Resource Author(s): 
Lisa Björklund Boistrup
Publication Date:
Thursday, 24 September, 2015
Language of the document:
Type of resource: 
Studies and Reports
Country:
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