Article Gold Open Access 2014

Characterising and developing vocational mathematical knowledge

BA
Bakker, Arthur
Educational Studies in Mathematics
Journal · Vol. 86 · Issue 2 · pp. 151-156
Abstract

In this introductory article, I argue why this special issue focuses on the question of how the mathematical knowledge required at work can be characterised and developed in vocational education and workplace training. After some words on the importance of this subfield of mathematics education and the need to rethink metaphors of learning in this area, I summarise the structure of the special issue and highlight a few main points raised in the various contributions. © 2014 The Author(s).

Keywords

Author Keywords

boundary crossing Transition Workplace mathematics Metaphors of learning Webbing Webs of reasons

Index Keywords

Author Affiliations
Freudenthal Institute, Utrecht, Netherlands
Funding & Acknowledgements
Grant: 411-06-205
Acknowledgments This special issue was possible due to grants from PROO (411-06-205) of the Netherlands Organisation for Scientific Research (NWO) and Educational and Learning Sciences Utrecht. I also thank Sanne Akkerman for her contributions in initiating this special issue. As guest editors, Gail FitzSimons and I would like to express our appreciation of the generosity of time and critical insights from the reviewers.
References 10 References
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10 Dierdorp, Adri, Authentic practices as contexts for learning to draw inferences beyond correlated data, Mathematical Thinking and Learning, 13, 1-2, pp. 132-151, (2011)
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