By By (author) Gail E. Fitzsimons
During this textual content ancient, sociological, and sensible parts of arithmetic inside of vocational schooling are set opposed to the rising impression of expertise. changes among the establishment and the place of work are raised as resources of tension.
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Additional info for What counts as mathematics? : technologies of power in adult and vocational education
Example text
Numeracy: A Contested Concept From its nomenclature the term numeracy is suggestive of both literacy and numbers, perhaps literacy with numbers; and indeed it is widely accepted that it was coined as a counterpart to literacy. ), 2001). FitzSimons, Jungwirth, Maass, and Sehlöglmann (1996) trace a brief history of the development of official interest in this topic, predominantly in Anglophile countries. For example, in the UK, the USA, and Australia there has been a burgeoning public interest, and this has more recently spread to some countries of the European Union (DEETYA, 1998; DETYA, 2000; DfEE, 1998a, 1998b; Gal & Schuh, 1994; Galbraith, 1988; Groenestijn, 1997; Kemp, 1998a; O’Donoghue, 2000).
Bishop’s, 1988, three pairs of complementary values) appear to be largely implicit. As mentioned above, mathematics itself must be an object of critique (Skovsmose, 1994, 1998b). It is clear that societies take an interest, albeit to varying degrees, “in providing mathematical prerequisites to the population at large to master their private and social lives as individuals and citizens” (Niss, 1994, p. 375). In recent years the phenomenon of numeracy has come to assume an increasingly important role in the political realm impacting upon educational practice.
150) He rejected these aims on the grounds that they do not serve the needs of modern industrial society, and may even be counter-productive in terms of training for industry. The aims of the technological pragmatists were described by Ernest (1991) as lacking a proper epistemological, moral or social foundation. In their view, education is for the acquisition of the knowledge and skills necessary to serve the immediate and future technological needs of industry, commerce and employment; as well as the certification of potential employees to facilitate the processes of selection for employment.
