Utskrift från Malmö högskolas webbplats www.mah.se

Vuxnas matematik: I arbetet och för skolan

Kontaktperson: Lisa Björklund Boistrup
Ansvarig: Professor Tine Wedege
Medarbetare: Gail E. FitzSimons och gfi@unimelb.edu.au
Samarbetspartner: Stockholms universitet
Finansiär: Vetenskaps rådet
Tidsram: 2011-06-01 -- 2014-12-31
Forskningsprofil: Utbildningsvetenskap
Fakultet/institution: Lärarutbildningen
Ämne: Matematik
Hemsida: http://www.mah.se/Forskning/Sok-pagaende-forskning/Vuxnas-matematik-I-arbetet-och-for-skolan

Skolkunskaper kontra vardagskunskaper är en grundläggande fråga i all matematikutbildning. I såväl forskning som i politisk argumentation riktas ofta intresset mot människors kompetens att använda formell skolmatematik i vardagen, men i detta forskningsprojekt går intresset i den andra riktningen.

Syftet är att beskriva, analysera och förstå vuxnas informella matematikkompetens, inklusive sociala, etniska och känslorelaterade aspekter, i arbetet i relation till den formella matematiska kvalifikation som krävs i gymnasieskolans yrkesförberedande program. Projektet syftar till att vända perspektivet från skolans kunskap till arbetsplatsens kunskap. Detta gör det möjligt att lära av vuxnas matematik i arbetet vilka aspekter av matematisk kunskap som kan vara angelägna för yrkesutbildningen och presentera en grund för hur matematikundervisningen kan struktureras för att de vuxnas matematik och fortsatta kompetensutveckling ska erkännas.

Vetenskaplig ledare för projektet är professor Tine Wedege, Malmö högskola och lektor Lisa Björklund Boistrup, Stockholms universitet.

Description in English

School knowledge versus everyday knowledge is a fundamental issue in mathematics education. The objective of this research project is to describe, analyze and understandadults’ mathematics-containing work competences – including social, ethnic and gender related aspects – in relation to the 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 approachstarting 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.

Publikationer inom projektet

Björklund Boistrup, L. & Gustafsson, L. (In press). Construing mathematics-containing activities in adults’ workplace competences: Analysis of institutional and multimodal aspects. Adults Learning Mathematics. An International Journal. Special Issue.

Dahl, J., & Johansson, M.C. (2013). The citizen in light of the mathematics Curriculum. Educare Vetenskapliga Skrifter, (2013:2), 27-43.

Evans, J., Wedege, T., & Yasukawa, (2013). Critical perspectives on adults' mathematics education. In M.A. Clements, A. Bishop, C. Keitel-Kreidt, J. Kilpatrick, & F.K-S. Leung (Eds.). Third International Handbook of Mathematics Education (pp 203-242). Dordrecht: Springer.

FitzSimons, G. E. (2011). Book review. Review of the book: Culturally responsive mathematics education. Educational Studies in Mathematics, 76(2), 243-246.

FitzSimons, G. E. (2011). Learning mathematics in and out of school: A workplace education perspective. Semi-plenary address. CIEAEM 63 Facilitating Access and Participation: Mathematical Practices Inside and Outside the Classroom, Barcelona, Spain, July 24-29. Pre-proceedings [CD-ROM].

FitzSimons, G. E. (2012, June). Doing mathematics in the workplace: A brief review of selected recent literature. Paper presented at ALM 19, Auckland, NZ, June 26-29.

FitzSimons, G. E. (2012). Family math: Everybody learns everywhere. In J. Diéz-Palomar & C. Kanes (Eds.), Family and community in and out of the classroom: Ways to improve mathematics achievement (pp. 25-46). Bellaterra, Spain: Servei de publications de la UAB.

FitzSimons, G. E. (2013). Doing mathematics in the workplace: A brief review of selected recent literature. Adults Learning Mathematics: An International Journal, 8(1), 7-19.

FitzSimons, G. E. (2013, July). Mathematics in and for work in a globalised environment. Plenary address, CIEAEM 65, University of Torino, 22-26 July. [USB: Pre-proceedings]

FitzSimons, G. E. (2013, in press). Mathematics in and for work in a globalised environment. CIEAEM 65 Proceedings, Quaderni di Ricerca in Didattica/Mathematics (QRDM).

FitzSimons, G. E. (in press). Learning mathematics in and out of school: A workplace education perspective. In U. Gellert, J. Giménez, C. Hahn, & S. Kafoussi (Eds.), Educational paths to mathematics: A C.I.E.A.E.M. sourcebook.

FitzSimons, G., & Kazadi, C. (2013, in press). Report: CIEAEM 65 WG 1: Knowledge and Competences. Quaderni di Ricerca in Didattica/Mathematics (QRDM).

FitzSimons, G., & Mitsui, T. (2013, in press). Educational interfaces between mathematics and industry: WG6 Education/training with industry participation. In A. Damlamian, J. F. Rodrigues, & R. Sträßer (Eds.), Educational interfaces between mathematics and industry: Report on an ICMI-ICIAM-Study. New York: Springer. doi:978-3-319-02269-7

Johansson, M. C. & Björklund Boistrup, L. (2013). It is a matter of blueness or redness: Adults' mathematics containing competences in work. To be published in Proceedings of Eighth Congress of European Research in Mathematics Education (CERME 8) (PAPER)

 Wedege, Tine (2011). Connecting the notion of foreground in critical mathematics education with the theory of habitus. In M. Pytlak, Ewa Swoboda, & T. Rowland (eds.), Proceedings of the Seventh European Congress for Research in Mathematics Education (CERME7), Rzeszów, Poland, 3-13 February, 2011 (1531-1540). Rzeszów: University of Rzeszów, Poland.

 

 

 

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