“Numeracy at work”: a discussion of terms and results from empirical studies

Akkerman, S. F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational, 81(2), 132–169.

Bessot, A., & Ridgway, J. (Eds.). (2000). Education for Mathematics in the Workplace. Dordrecht, Boston, London: Kluwer Academic.

Blum, W., Galbraith, P. L., Henn, H.-W., & Niss, M. (Eds.). (2007). Modelling and Applications in Mathematics Education: The 14th ICMI Study. New York: Springer.

Coben, D., et al. (2003). Adult numeracy: review of research and related literature. London: National Research & Development Centre for Adult Literacy and Numeracy (NRDC).

Cockcroft. (1982). Mathematics Counts-Report of the Committee. London: HMSO. http://www.educationengland.org.uk/documents/cockcroft/cockcroft1982.html . Accessed 1 June 2014.

Damlamian, A., Rodrigues, J.-F., & Sträßer, R. (Eds.). (2013). Educational Interfaces between Mathematics and Industry (EIMI). Report on an ICMI-ICIAM Study. Cham, Heidelberg, New York, Dordrecht, London: Springer.

FitzSimons, G. E. (2014a). Commentary on vocational mathematics education: where mathematics education confronts the realities of people’s work. Educational Studies in Mathematics, 86(2), 291-305 (special issue: characterising and developing vocational mathematical knowledge).

FitzSimons, G. E. (2014b). Mathematics in and for work in a globalised environment. Quaderni di Ricerca in Didattica (Mathematics), 68–77. http://math.unipa.it/~grim/CIEAEM%2065_Pproceedings_QRDM_Issue%2023,%20Suppl.1 . Accessed 25 June 2014

FitzSimons, G. E., Helga, J., et al. (1996). Adults and Mathematics (Adult Numeracy). In A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International Handbook on Mathematics Education (Vol. 2, pp. 755–784). Dordrecht: Kluwer.

FitzSimons, G. E., & Wedege, T. (2007). Developing numeracy in the workplace. Nordic Studies in Mathematics Education, 12(1), 49–66.

Goos, M., Geiger, V., & Dole, S. (2014). Transforming Professional Practice in Numeracy Teaching. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming Mathematics Instruction-Multiple Approaches and Practices (pp. 81–102). New York: Springer.

Grothoff, R. (2013) Die Rolle des Satzes von Pythagoras in holzverarbeitenden Berufen. Schriftliche Hausarbeit… für das Lehramt an Gymnasien und Gesamtschulen, Landesprüfungsamt für Erste Staatsprüfungen für Lehrämter an Schulen–Geschäftsstelle Siegen, Siegen

Hoyles, C., Wolf, A., Molyneux-Hodgson, S., & Kent, P. (2002). Mathematical Skills in the Workplace. Final Report to the Science, Technology and Mathematics Council. London, Institute of Education, University of London. Science, Technology and Mathematics Council: 92. http://eprints.ioe.ac.uk/1565/1/Hoyles2002MathematicalSkills.pdf . Accessed 4 Apr 2015.

Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2012). Mathematics in the Workplace: Issues and Challenges. In A. Damlamian, J. F. Rodrigues, & R. Sträßer (Eds.), Educational Interfaces between Mathematics and Industry (pp. 43–50). Cham, Heidelberg, New York, Dordrecht, London: Springer.

Kaiser, H. R. (2013). Ansätze für eine berufsbildungsspezifische Didaktik des Fachrechnens. Online: bwp@ Berufs- und Wirtschaftspädagogik–online, Ausgabe, 24, 1–21. http://www.bwpat.de/ausgabe24/kaiser_bwpat24.pdf . Accessed 2 June 2014.

Kent, P., Bakker, A., Hoyles, C., & Noss, R. (2011). Measurement in the workplace: the case of process improvement in manufacturing industry. ZDM—The International Journal on Mathematics Education. 43(5), 747–758.

Kent, P., Noss, R., Guile, D., Hoyles, C., & Bakker, A. (2007). Characterising the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work. Mind, Culture, and Activity. doi: 10.1080/10749030701307606 . http://eprints.ioe.ac.uk/1301/1/Kent2007Characterizing64.pdf . Accessed 2 June 2014

Lehmann, S. (2013). Die Rolle des Satzes von Pythagoras in metallverarbeitenden Berufen und seine (realitätsbezogene) Anwendung in der Schule. Schriftliche Hausarbeit… für das Lehramt an Gymnasien und Gesamtschulen, Landesprüfungsamt für Erste Staatsprüfungen für Lehrämter an Schulen–Geschäftsstelle Siegen, Siegen

Lindenskov, L., & Wedege, T. (2001). Numeracy as an analytical tool in adult education and research. Roskilde/Denmark: Centre for Research in Learning Mathematics, Roskilde University.

Lörcher, G. (1985): Mathematische Vorkenntnisse der Berufsschüler. In P. Bardy, W. Blum & H.-G. Braun (Hrsg.), Mathematik in der Berufsschule (26–36). Girardet, Essen. https://kobra.bibliothek.uni-kassel.de/html/urn:nbn:de:hebis:34-2005071245/1-3.pdf . Accessed 2 June 2014.

Merriam Webster Dictionary. (2015a). Numeracy. http://www.merriam-webster.com/dictionary/numeracy . Accessed 29 March 2015.

Merriam Webster Dictionary. (2015b). Work. http://www.merriam-webster.com/dictionary/work . Accessed 29 March 2015.

Noss, R., & Hoyles, C. (1996). The visibility of meanings: modelling the Mathematics of Banking. International Journal of Computers for Mathematical Learning, 1(1), 3–31.

Noss, R., Hoyles, C., & Pozzi, S. (2000). Working Knowledge: Mathematics in Use. In A. Bessot & J. Ridgway (Eds.), Education for Mathematics in the Workplace (pp. 17–35). Dordrecht: Kluwer.

OECD (Ed.). (2013a). Skills Outlook 2013: First Results from the Survey of Adult Skills: OECD Publishing. doi: 10.1787/9789264204256-en . Accessed 2 June 2014.

OECD (Ed.). (2013b). The Survey of Adult Skills: Reader’s Companion: OECD Publishing. doi: 10.1787/9789264204027-en . Accessed 2 June 2014.

PIAAC Numeracy Expert Group. (2009). PIAAC Numeracy: a conceptual framework. OECD Education Working Paper no. 35. OECD Education Working Paper. http://search.oecd.org/officialdocuments/displaydocumentpdf/?doclanguage=en&cote=edu/wkp(2009)14 . Accessed 20 June 2014.

Pollak, H. O. (1979). The interaction between mathematics and other school subjects. In International Commission on Mathematical Instruction (ICMI) (Ed.), New Trends in Mathematics Teaching (vol. 4, pp. 232–248). Paris: United Nations Educational, Scientific and Cultural Organisation (UNESCO).

Pozzi, S., Noss, R., & Hoyles, C. (1998). Tools in practice, mathematics in use. Educational Studies in Mathematics, 36(2), 105–122.

Rabardel, P. (2004). People and Technology-a cognitive approach to contemporary instruments (translation into English of: Rabardel, P. (1999). Les hommes et la technologie. Approche cognitive des instruments contemporains, Paris: Armand Colin. http://ergoserv.psy.univ-paris8.fr/Site/ , Accessed 20 May 2014.

Skovsmose, O., & Nielsen, L. (1996). Critical Mathematics Education. In A. J. Bishop et al. (Eds.), International Handbook of Mathematics Education (vol. 4, pp. 1257–1288). Dordrecht: Kluwer.

Sträßer, R. (2014). Sechse-Achte-Teine, macht die Winkel reine! Geometrie im Beruf. PM-Praxis der Mathematik in der Schule, 57, 16–20.

Wartofsky, M. W. (1979). Models Representation and the Scientific Understanding (Vol. 129). Dordrecht, Boston,London: Reidel Publishing Company.

Wedege, T. (2000). Mathematical Knowledge as a Vocational Qualification. In A. Bessot & J. Ridgway (Eds.), Education for Mathematics in the Workplace (pp. 127–136). Dordrecht: Kluwer.

Wikipedia (2015). Entry “numeracy”. http://en.wikipedia.org/wiki/Numeracy . Accessed 29 Mar 2015.

Williams, J. S., & Wake, G. D. (2007). Black boxes in Workplace Mathematics. Educational Studies in Mathematics, 64(3), 317–343.

Zevenbergen, R. (2004). Technologising numeracy: Intergenerational differences in working mathematically in New Times. Educational Studies in Mathematics Education, 56(1), 97–117. (revised electronical edition 2006).

Zevenbergen, R. (2011). Young people and their dispositions towards mathematics: the impact of digital habitus in contemporary workplaces. Educational Studies in Mathematics, 76(1), 87–100.