id: 06498317
dt: j
an: 2015f.00366
au: Dalby, Diane; Noyes, Andrew
ti: Connecting mathematics teaching with vocational learning.
so: Adults Learn. Math. 10, No. 1, 40-49 (2015).
py: 2015
pu: Adults Learning Mathematics (ALM)
la: EN
cc: D35 D37 B30 B60 C25
ut: vocational education; further education; adult education; tertiary
education; functional mathematics; educational research; case studies;
colleges; motivation; student attitudes; choices; goals of mathematics
education
ci:
li: http://www.alm-online.net/images/ALM/journals/alm-ij-volume10-1-september2015.pdf
ab: Summary: For many vocational students in England, mathematics is now a
compulsory part of their programme, yet the inclusion of an academic
subject within a vocational course presents challenges. In this paper,
an analysis of a series of case studies of vocational student groups in
Further Education colleges in England shows how contrasting practices
in â€˜functional mathematicsâ€™ and vocational classes reinforce
perceptions that mathematics is an isolated and irrelevant subject.
Some mathematics teachers made contextual connections by embedding
mathematical problems in vocationally-related scenarios but distinctive
socio-cultural features of vocational learning situations were often
absent from mathematics classes. Addressing this disconnection requires
a pedagogical approach and classroom culture that links mathematics
learning with vocational values. The findings suggest that adopting
mathematics classroom practices that reflect the surrounding vocational
culture creates greater coherence for students and has positive effects
on their engagement with mathematics learning.
rv: