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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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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