id: 05820536
dt: j
an: 2010f.00258
au: Wedege, Tine
ti: People’s mathematics in working life: Why is it invisible?
so: Adults Learn. Math. 5, No. 1, 89-97 (2010).
py: 2010
pu: Adults Learning Mathematics (ALM)
la: EN
cc: B60 D38
ut: adult education; justification; lifelong learning; mathematics in work;
special needs education
ci:
li:
ab: Summary: 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 organisation and people’s
competences. Still “No" is the most common answer to the question
“Do you use mathematics in your work?" This leads to one relevance
paradox. ‒ Mathematics as a visible tool disappears in many workplace
routines. However, this kind of invisibility is not 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. Most of
them only associate mathematics with the school subject. Hence the two
main answers to the question “Why do adults study mathematics?" are
proving to yourself that you can learn the mathematics that you did not
learn in school and being able to help your children with their
homework. This leads to a second relevance paradox.
rv: