Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom

The relationship between learning and context has long been an issue of interest and concern in the field of adult mathematics education. In particular, the questions of whether and how learning can be transferred from one context to another, remains a focus of researchers (Lave 1988, Lerman 1999, E...

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Main Authors: Lyndon Martin, Lionel LaCroix, Lynda Fownes
Format: Article
Language:English
Published: UTS ePRESS 2006-04-01
Series:Literacy and Numeracy Studies
Online Access:https://learning-analytics.info/journals/index.php/lnj/article/view/2026
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spelling doaj-937f8933d29f4d5b8d1cdc3086b94c9e2020-11-25T02:27:34ZengUTS ePRESSLiteracy and Numeracy Studies1441-05591839-29032006-04-0115110.5130/lns.v15i1.20261282Flexible Mathematical Understanding in an Ironworking Apprenticeship ClassroomLyndon Martin0Lionel LaCroix1Lynda Fownes2University of East Anglia and University of British ColumbiaBrock UniversityBC Construction Industry Skills Improvement CouncilThe relationship between learning and context has long been an issue of interest and concern in the field of adult mathematics education. In particular, the questions of whether and how learning can be transferred from one context to another, remains a focus of researchers (Lave 1988, Lerman 1999, Evans 2000, Carraher and Scheliemann 2002). In this paper we look at the mathematical understanding of a group of apprentice ironworkers working on a construction task, and explore the flexible nature of their understanding. We consider the ways in which they are able to use quite formal mathematical ideas and operations and make sense of these within the specific context of their trade. Then we discuss how this process is more than one of simple transfer.https://learning-analytics.info/journals/index.php/lnj/article/view/2026
collection DOAJ
language English
format Article
sources DOAJ
author Lyndon Martin
Lionel LaCroix
Lynda Fownes
spellingShingle Lyndon Martin
Lionel LaCroix
Lynda Fownes
Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
Literacy and Numeracy Studies
author_facet Lyndon Martin
Lionel LaCroix
Lynda Fownes
author_sort Lyndon Martin
title Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
title_short Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
title_full Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
title_fullStr Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
title_full_unstemmed Flexible Mathematical Understanding in an Ironworking Apprenticeship Classroom
title_sort flexible mathematical understanding in an ironworking apprenticeship classroom
publisher UTS ePRESS
series Literacy and Numeracy Studies
issn 1441-0559
1839-2903
publishDate 2006-04-01
description The relationship between learning and context has long been an issue of interest and concern in the field of adult mathematics education. In particular, the questions of whether and how learning can be transferred from one context to another, remains a focus of researchers (Lave 1988, Lerman 1999, Evans 2000, Carraher and Scheliemann 2002). In this paper we look at the mathematical understanding of a group of apprentice ironworkers working on a construction task, and explore the flexible nature of their understanding. We consider the ways in which they are able to use quite formal mathematical ideas and operations and make sense of these within the specific context of their trade. Then we discuss how this process is more than one of simple transfer.
url https://learning-analytics.info/journals/index.php/lnj/article/view/2026
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