What Counts as Mathematics?: Technologies of Power in Adult and Vocational EducationJÜRGEN MAASS & WOLFGANG SCHLÖGLMANN THEORY AND PRACTICE OF MATHEMATICS EDUCATION FOR ADULTS Our world is dominated by technological developments: The philosopher Heinz Hülsmann wrote that “Atom, Gen and Bit” are the three basic principles now (see Hülsmann, 1985). Each of the so-called new technologies is based upon mathematics: The first computer was built as a part of the Manhattan Project to calculate models of the atomic bomb. The human genome project uses computers very often to find out the structure of the genome. And computers are mathematical machines, materialised mathematics. Social organisations, companies, and not least governments use computers to process information. A precondition for this is to formalise the social or economical structure which “produces” the information. This formalisation is a type of mathematisation, too. The social and economical models of organisations or companies are a part of the process of mathematising the world. Last, but not least, mathematics is a part of everyday life and work. People handle money, buy things, do handywork at home (measure areas to paint, and so on). All together, mathematics is not only the basis for technology, economy, work and everyday life, but a part of our culture. It seems clear that everyone in our society should know more about this. |
Contents
CHAPTER | 2 |
CHAPTER | 4 |
CHAPTER 6 | 6 |
CHAPTER 1 | 12 |
TECHNOLOGY MATHEMATICS AND INDUSTRY | 59 |
CHAPTER 3 | 98 |
RECONTEXTUALISING | 127 |
CHAPTER 5 | 150 |
KNOWLEDGE PRODUCTION | 183 |
GLOSSARY OF ACRONYMS | 233 |
261 | |
267 | |
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What Counts as Mathematics?: Technologies of Power in Adult and Vocational ... Gail E. FitzSimons No preview available - 2002 |
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according activities adult and vocational argues asserts assessment Australian VET sector chapter claims classroom cognitive cognitive apprenticeship community of practice complex concept construction context critical critique cultural curricula discipline of mathematics discourse discussed economic education and training education in Australia epistemological Ernest ethnomathematics example explicit FitzSimons focus goals groups Hoyles images of mathematics individual industry institution of mathematics interests issues Keitel Kotzmann learners lifelong learning literacy mathematical knowledge mathematics curriculum mathematics education research mathematics teachers means metacognitive metaknowledge National needs neoliberal Niss Noss numeracy Onstenk operators organisation pedagogic performance model perspective political processes professional development public image recognised recontextualising field reflection relationship role school mathematics situated cognition situation skills Skovsmose 1994 social society specific structures systems thinking TAFE teaching and learning technical technologies of power term mathematics theory transfer values vocational education vocational mathematics education Wedege workers workplace competence