Mathematical practices in a technological workplace: the role of tools

Abstract

This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont'ev's work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified, and correlated the tools that mediated the technicians' activity, and we studied the mathematical meanings that emerged. A systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts) and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of the technicians' activity, while the constant interrelation and association of these tools during the working process addressed the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers' perspective. Technicians' emerging mathematical meanings referred to place value, spatial, and algebraic relations and were expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the findings are discussed.

Inget klöver utan matematik : En studie av matematik i yrkesutbildning och yrkesliv

“…Matematisk förståelse och matematiska verktyg utvecklas med hjälp av personliga algoritmer, metaforer och metonymiska resonemang. I yrkeslivet strävar man efter att kunna lösa vissa typer av problem på det snabbaste och effektivaste sättet, till skillnad från i skolan där krav på konsekvens och generaliserbarhet understryks (se Hoyles m.fl., 2010; Lave, 1988;Triantafillou & Potari, 2010).…”

Modes of Mathematical Modelling : An analysis of how modelling is used and interpreted in and out of school settings

“…There are several goals within the research field of workplace mathematics in mathematics education that explore how and what mathematics is used in specific professions such as, to improve workers' performance (Noss & Hoyles, 1996), to establish information about the role of tools and artefacts (Magajna & Monaghan, 2003;Pozzi, Noss & Hoyles, 1998), to identify similarities and discrepancies between what mathematics is needed in the workplace and what mathematics is taught in school (Triantafillou & Potari, 2010), to analyse communication between employers and visitors (William & Wake, 2007b), and to search for strategies that will improve a general curriculum that better prepares students for future work (Wake, 2012).…”

“…As said in the beginning of this paragraph a frequent finding within the research filed of workplace mathematics is that the mathematics is hidden in technology at the workplace (e.g. Noss & Hoyles, 1996;Triantafillou & Potari, 2010;Wake, 2007;William & Wake, 2007ab). Technology and mathematics often go hand in hand, in particular at the workplace (SIAM, 2012) and it is difficult (or even impossible) to separate the two notions, at least if one uses a broad description of technology and see mathematics as a tool to solve problems.…”

“…The EIMI-study (Educational Interfaces between Mathematics and Industry) conference (Araújo, Fernandes, Azevedo & Rodrigues, 2010) includes several papers related to engineering and modelling. Other examples of research literature that include modelling and the use of mathematical models at the workplace are focusing on operators like bankers (Noss & Hoyles, 1996), nurses (Pozzi, Noss & Hoyles, 1998), telecom technicians (Triantafillou & Potari, 2010), operators in a chemical plant (William & Wake, 2007b), finance officers and railway signal engineers (Wake, 2007). A common finding related to the operators that base their decision mainly on computer aided tools with input and output values are that they do not consider the underlying mathematical structure of the models they use.…”

“…A common finding related to the operators that base their decision mainly on computer aided tools with input and output values are that they do not consider the underlying mathematical structure of the models they use. Despite the facts the mathematical models sometimes are hidden in technology and the linguistic conventions of representing mathematical models used in the workplace (formula, graph, table) (Triantafillou & Potari, 2010;William & Wake, 2007b) differ from those in mathematics education, it is argued that mathematical models together with metaphors and gestures offer to facilitate communication of mathematics between workers and clients (William & Wake, 2007b). One of the "principles for strategic curriculum design" that support workplace mathematics (Wake, 2012(Wake, , p. 1686) emphasises communication about development and validation of mathematical models.…”