Mathematics Knowledge as a Vocational Qualification

Mathematical practices in a technological workplace: the role of tools

“…In a similar way, Wedege (2000) identified three levels in participants' experience with mathematics in the workplace settings: "the level of skills which is the visible part in the work process; the level of understanding of general mathematical knowledge; and the level of identity as a mixture of skills and understanding, attitudes, feelings and motives" (p. 134). Nunes et al (1993) focused on the invariants of mathematical structures inside and outside school contexts arguing that "in order to function well in these cultural contexts, subjects must understand the mathematical invariants as well as the particulars of the situations" (p. 138).…”

What Counts as Mathematics?

“…Other recent studies of mathematics used in the workplace include the following: operators in the light-metals industry (Buckingham, 1997); front-desk motel and airline staff (Kanes, 1997a(Kanes, , 1997b; landless peasants in Brazil (MST) (Knijnik, 1996(Knijnik, , 1997(Knijnik, , 1998; carpet layers (Masingila, 1993); commercial pilots (Noss, Hoyles, & Pozzi, 2000); merchant bankers (Noss & Hoyles, 1996a, 1996b; nurses (Noss, Pozzi & Hoyles, 1999;; draughtspersons (Straesser, 1998); semi-skilled operators (Wedege, 1998b(Wedege, , 2000a(Wedege, , 2000b and swimming pool construction workers (Zevenbergen, 1996). Collectively, these reports highlight not only the breadth and depth of mathematical concepts encountered in the workplace, but underline the complex levels of interactions in the broad range of professional competencies as outlined above, where mathematical knowledge can come into play -when permitted by (or in spite of) management.…”

“…In Denmark, Tine Wedege (1998bWedege ( , 1999aWedege ( , 2000aWedege ( , 2000b followed the AAMT (1997) research data-gathering technique of 'work shadowing,' providing graphic examples of the broad range of mathematics-related competencies required in the workplace; she asserts that quantification skills are required in every so-called 'unskilled' job (Wedege, 1999a). Several contextualised examples illustrate that simplistic conceptions based on school mathematics topics fail to capture the full complexity of any job role.…”

“…She concludes that the interest shown in workplace numeracy education will depend on workers' sense of personal agency. However, as Wedege (2000a) notes, technological competence -a mathematics-containing competence -is the goal of workplace education rather than the acquisition of mathematics as an end in itself. Accepting Wedege's proposition would seem to imply that a different kind of mathematics education is required to address this different teleological goal.…”

“…In order to participate meaningfully in workplace decision-making, a sense of mathematical empowerment needs to be engendered (Wedege, 2000a(Wedege, , 2000b. However, it is questionable whether the previously accredited mathematics curriculum could make any contribution to the higher order thinking skills, to say nothing of day-to-day work practices.…”