Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Frejd, Peter; Muhrman, Karolina

doi:10.1080/13636820.2020.1760337

Cited by 9 publications

(10 citation statements)

References 16 publications

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“…Different results from both studies have previously been published in a doctoral dissertation (Muhrman, 2016) and in two articles (Frejd & Muhrman, 2022;Muhrman & Frejd, 2018). However, data from the two studies have not previously been analysed together, and none of the previous publications have focused on using SDT to analyse factors that may increase students' motivation to learn mathematics, which is why this article contributes new aspects to the results from the previous publications.…”

Section: Methodsmentioning

confidence: 82%

“…Previous research results show that a link between mathematics and vocational subjects leads to a more positive attitude among vocational students and gives them important insights into the role of mathematics in their future profession (e.g. Dalby & Noyes, 2015;Frejd & Muhrman, 2022;Muhrman, 2016).…”

Section: Previous Researchmentioning

confidence: 99%

“…This article is based on a new analysis of data from two previous studies that are already carried out, and published (see Frejd & Muhrman, 2022;Muhrman, 2016;Muhrman & Frejd, 2018). In both studies, mathematics teaching at upper secondary vocational education and training (VET) is examined.…”

Section: Introductionmentioning

confidence: 99%

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How can students in vocational education be motivated to learn mathematics?

Muhrman

2022

NJVET

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The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.

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Section: Methodsmentioning

confidence: 82%

Section: Previous Researchmentioning

confidence: 99%

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How can students in vocational education be motivated to learn mathematics?

Muhrman

2022

NJVET

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“…3. Face validity: the booklet was reviewed by the collaborative teacher of the participating class (see below) and the second author, who is an experienced designer of curriculum materials (Frejd, 2017;Frejd & Muhrman, 2022).…”

Section: Methodsmentioning

confidence: 99%

Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research

Vos

Frejd

2022

j. math. educ.

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Many students do not experience usefulness in mathematics. To address this problem, we offered them a mathematical tool, Sankey diagrams, which is a flow chart appearing in news media to visualize social, industrial or environmental processes. We carried out an Educational Design Research (EDR) to develop and evaluate lesson materials about contextualized Sankey diagrams. We tested these materials with a class of grade 8 students and evaluated these on the feasibility of students’ appropriation of the diagrams. In the lesson, we observed how students were able to read the Sankey diagrams, liked the societal processes visualized, yet did not fully grasp their mathematical properties. However, weeks later, the same students skillfully used Sankey diagrams in an unrelated project, which showed they needed time for their learning. Our contributions are that (1) grade 8 students can appropriate Sankey diagrams and use these in situations relevant to them, (2) design researchers should consider long-term learning effects beyond the experimental phase in EDR. We recommend educational designers to innovate curricula and introduce diagrams from news media to make students experience usefulness in school content.

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“…Muhrman, 2015), public services (e.g. Dalby & Noyes, 2015;Frejd & Muhrman, 2020), but still few studies were conducted in AVS. Therefore, a study related to students' opinions about learning mathematics in AVS needs to be done as an effort to improve the quality of mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance

Sugiman

Rizkianto

Pujiasti³

2020

Journal for the Education of Gifted Young Scientists

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Mathematics learning in Art Vocational Schools (AVSs), the one that should be tailored to the career-related needs of young adult learners of their era, would inevitably necessitate continuous improvement. Such improvement of mathematics learning quality would be possible when considering the perceptions of Artistically Talented Students (ATSs). This research aimed to describe these students' perceptions of mathematics in four aspects, namely view, interest, competence, and mathematics relevance to art after they attend compulsory mathematics learning for two years. This was phenomenology research involving 30 students from four different majorspainting, visual communication design, ceramic craft, and wood craft-at an AVS located in Bantul Regency, Special Region of Yogyakarta, Indonesia. The data were mainly collected through in-depth interviews and then triangulated with classroom observations. Content analysis methods were implemented to produce themes and their relationship, whilst to ensure reliability, two independent coders conducted the process of coding. Later, the researchers conducted a thematic analysis and drew some conclusions. The results generally showed that, first, ATSs were interested in learning mathematics though most of them labelled mathematics as mechanistic and unattractive. Second, in terms of competence, this study revealed that over half would opine that they lacked mathematics competence. Third, all of them viewed that essentially mathematics could be used in artworks. However, just under half of them considered that mathematics learning contents were relevant to their major. These findings, hence, implied that further research needs to formulate instructional contents that meet the demands of the relevant artistic jobs and students' daily lifes.

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Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Abstract: To cite this article: P. Frejd & K. Muhrman (2020): Is the mathematics classroom a suitable learning space for making workplace mathematics visible? -An analysis of a subject integrated team-teaching approach applied in different learning spaces, Journal of Vocational Education & Training,

Cited by 9 publications

References 16 publications

How can students in vocational education be motivated to learn mathematics?

How can students in vocational education be motivated to learn mathematics?

Grade 8 students appropriating Sankey diagrams: The first cycle in an educational design research

Artistically talented students’ perceptions of mathematics: View, interest, competence, and relevance

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