Matematiken i yrkesutbildningen : möjligheter och begränsningar
Sammanfattning: The aim of this thesis is to contribute to knowledge regarding affordances and constraints of mathematics in vocational education. Different theories, i.e. theory-guided bricolage, has been used for the analyses. In the different articles grounded theory, hermeneutics and Kennewell's model about affordances and constraints were applied. Data has been collected from documents and reports.The first article analyses what methods and theories that has been used by researchers to uncover mathematics in vocational education. The development is going in the direction to use many methods at the same time and the technical development has made this possible. Results from earlier research shows that mathematics is invisible, hidden in black boxes and something existing as silent knowledge. In order to uncover mathematics the researcher has to know the subject.The second article gives an historical overview of the role of mathematics in vocational education to this day from the days of the guild when the master was responsible for the education to the upper secondary school of today when the pupils are being taught in Mathematics, course A, by the mathematics teacher. The third article is an analysis of a development project in a vocational program with the purpose to develop cooperation between teachers of mathematics and teachers in the vocational subjects. The results indicate that the historical overview can help to explain that even today it is hard to make cooperation happen between categories of teachers with different conditions and educational background. The analysis of the development project that took place after the reform in 1994 pointed at possibilities, but that it takes time and support is required from the school leaders. The pupils had deficient preknowledge in mathematics but became more motivated and achieved better when they were taught by teachers who had cooperated before and in class with the other teachers.The results indicate that it is relevant to carry out in-service training with different categories of teachers to be prepared for the possibility to get time to meet and discuss content and teaching in mathematics and in the vocational subjects. It is important to document results from in-service training and to link researchers for support and to disseminate results to other schools and groups nationally and internationally through publications and conferences.
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