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People's mathematics in working life: why is it invisible?
Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
2009 (English)In: Different learners - different math? Proceedings of the 4th Nordic Research Conference on Special Needs Education in Mathematics, Publication from the Faculty of Education, Åbo Akademi University , 2009, p. 231-234Conference paper, Published paper (Other academic)
Abstract [en]

The labour market requirements play a central role in the answer from politicians and educational planners to the question “Why teach mathematics to adults?” Mathematics is interwoven with technology in the workplace – in technique, work organization and people’s competences. Still “No” is the most common answer to the question “Do you use mathematics in your work?” This leads to relevance paradox (1). – Mathematics as a visible tool disappears in many workplace routines. However, this kind of invisibility isn’t the only reason for the negative answer. People simply do not recognize the mathematics in their daily practice – as mathematics. They do not connect the everyday activity and their own competence with mathematics, which most of them associate with the school subject. Thus, the main answers to the question “Why do adults study mathematics?” are proving for yourself that you can learn the mathematics that you did not learn in school and being able to help my children with their homework. This leads to relevance paradox (2).

Place, publisher, year, edition, pages
Publication from the Faculty of Education, Åbo Akademi University , 2009. p. 231-234
Series
Publication from the Faculty of Education, Åbo Akademi, ISSN 1458-7785 ; 17
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-11356Local ID: 8699OAI: oai:DiVA.org:mau-11356DiVA, id: diva2:1408399
Conference
Nordic Research Conference on Special Needs Education in Mathematics, Vaasa, Finland (2007)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved

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Wedege, Tine

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