Integrating mathematics, statistics, and technology in vocational and workplace education

In the workplace mathematics and statistics are essential for communication and decision-making. Process workers at lower classifications of skill levels are likely to be confronted with statistical charts and warnings about nonconformity. Mathematics, statistics, and technology education in and for...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2001-05, Vol.32 (3), p.375-383
Main Author: Fitzsimons, Gail E.
Format: Article
Language:English
Subjects:
Cultural Differences
Education Work Relationship
Ethnomathematics
Higher Education
Integrated curriculum
Job skills
Mathematics Education
Mathematics skills
Relevance (Education)
Skill development
Statistics
Technology
Vocational education
Work environment
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Summary:In the workplace mathematics and statistics are essential for communication and decision-making. Process workers at lower classifications of skill levels are likely to be confronted with statistical charts and warnings about nonconformity. Mathematics, statistics, and technology education in and for the workplace must take account of the cultural diversity which exists within and between workplaces. The design of generic mathematics, and in some cases statistics, curricula rarely reflect actual workplace practice except at a superficial level. One way of overcoming these problems is for mathematics/statistics educators to work in cooperation with industry, particularly at the local level, in a way that will encourage and support lifelong learning yet remain critical of the uses to which mathematics, statistics, and technology are put. This paper outlines some ways in which to address the challenge of making mathematics, statistics, and technology education take on real meaning within the context of the workplace.
ISSN:0020-739X
1464-5211
DOI:10.1080/00207390110040193