#### DMCA

## Presenting author

### Citations

663 | Cognition in practice: mind, mathematics and culture in everyday life - Lave - 1988 |

252 | Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods. - Mertens - 2005 |

111 | Studying working intelligence. In - Scribner - 1984 |

97 | Street mathematics and school mathematics. - Nunes, Schliemann, et al. - 1993 |

30 |
Adults’ Mathematical Thinking and Emotions: A Study of Numerate Practices,
- Evans
- 2000
(Show Context)
Citation Context ...; Wedege, 2000;sSträsser, 2003; Williams & Wake, 2007). • The so-called “transfer” of mathematics between school and workplace – and vice versa – is not a straightforward affair (Alexandersson, 1985; =-=Evans, 2000-=-; FitzSimons &sWedege, 2007; Hoyles et al. 2001; Wedege, 1999).sIn summary, these studies with their focus on differences between mathematics in schoolsand mathematics in the workplace show that mathe... |

27 | The Politics of Mathematics Education. - Mellin-Olsen - 1987 |

21 |
Proportional reasoning in nursing practice
- Hoyles, Noss, et al.
- 2001
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Citation Context ... & Wake, 2007). • The so-called “transfer” of mathematics between school and workplace – and vice versa – is not a straightforward affair (Alexandersson, 1985; Evans, 2000; FitzSimons &sWedege, 2007; =-=Hoyles et al. 2001-=-; Wedege, 1999).sIn summary, these studies with their focus on differences between mathematics in schoolsand mathematics in the workplace show that mathematical elements in workplace settingssare high... |

14 |
To know - or not to know - mathematics, that is a question of context.
- Wedege
- 1999
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Citation Context ...e so-called “transfer” of mathematics between school and workplace – and vice versa – is not a straightforward affair (Alexandersson, 1985; Evans, 2000; FitzSimons &sWedege, 2007; Hoyles et al. 2001; =-=Wedege, 1999-=-).sIn summary, these studies with their focus on differences between mathematics in schoolsand mathematics in the workplace show that mathematical elements in workplace settingssare highly context-dep... |

11 | World education report 2000: The right to education: Towards education for all throughout life - UNESCO - 2000 |

10 |
What counts as mathematics? Technologies of power in adult and vocational education
- FitzSimons
- 2002
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Citation Context ...day life and formal education. Previous research mapped workplace mathematics ontosschool mathematics curricula where simplistic interpretations of mathematics used in thesworkplace were implemented (=-=FitzSimons, 2002-=-). During the last 15 years more sophisticated interpretations have taken into account social and cultural, even political contexts,s567Researching workers’ mathematics at work but in the EIMI Discuss... |

7 | Workplace learning - Olesen, H - 2008 |

4 |
Mathematics at work: researching adults’ mathematics-containing competences.
- Wedege
- 2004
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Citation Context ...orking lives, and a general approach starting eitherswith societal and labour market demands to qualifications and/or with the academic discipline mathematics (transformed into “school mathematics”) (=-=Wedege, 2004-=-). The subjective approach is to be found in studies like the one that I did in 1997-98 where the focus wasscompetent semi-skilled workers mathematical activities in different work functions withinsfo... |

3 |
Classroom teachers doing research in the workplace
- Hogan, Morony
- 2000
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Citation Context ... the Australian Association of Mathematics Teachers in 1995-1997, butsthe approach was different. The starting point in the Australian project was that workerssused mathematical ideas and techniques (=-=Hogan & Morony, 2000-=-). The aim was to generate 40 stories with rich interpretations of workers use of mathematics, and the people shadowing and interviewing workers in a long series of different workplaces were mathemati... |

3 |
Mathematics at work: Adults and artefacts
- Strässer
- 2003
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Citation Context ...h human beings create by the transformation of nature and of themselves: thus also language, forms of social organisation andsinteraction, techniques of production, skills” (Wartofsky, 1979, cited in =-=Strässer, 2003-=-, p.s34). The understanding of technology presented above involves three types of mathematicscontaining artefacts. This is an important statement for me as it expresses my overall viewson technology a... |

2 |
Stabilitet och förändring. En empirisk studie av förhållandet mellan skolkunskap och vardagsvetande. Göteborg: Acta Universitatis Gothoburgensis
- Alexandersson
- 1985
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Citation Context ...002; FitzSimons, 2002; Wedege, 2000;sSträsser, 2003; Williams & Wake, 2007). • The so-called “transfer” of mathematics between school and workplace – and vice versa – is not a straightforward affair (=-=Alexandersson, 1985-=-; Evans, 2000; FitzSimons &sWedege, 2007; Hoyles et al. 2001; Wedege, 1999).sIn summary, these studies with their focus on differences between mathematics in schoolsand mathematics in the workplace sh... |

2 |
Adults and mathematics (Adult numeracy
- FitzSimons, Jungwirth, et al.
- 1996
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Citation Context ...and training has been cultivatedsinternationally since the mid 1980s (Bessot & Ridgway, 2000; Strässer & Zevenbergen,s1996), and the research field of adults learning mathematics since the mid 1990s (=-=FitzSimons et al., 1996-=-). Concepts which recognise people’s social competences, like ethnomathematics and folk mathematics, as well as concepts of adult numeracy, mathematical literacysand of mathemacy, have expanded the pr... |

2 |
Developing numeracy
- FitzSimons, Wedege
- 2007
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Citation Context ...ng Olesen, 2008). This is also the case with mathematicssand workers develop to a great extent their mathematics-containing competences throughsparticipation in the workplace communities of practice (=-=FitzSimons & Wedege, 2007-=-). Ins“World education report 2000”, UNESCO (2000, p. 41) presents a terminology where thissidea is set out explicitly with the distinction between informal, formal and non-formal education. Informal ... |

2 | Further Mathematics Education - Strässer, Zevenbergen - 1996 |

2 |
Mathematics knowledge as a vocational qualification
- Wedege
- 2000
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Citation Context ...blem: 569Researching workers’ mathematics at work • Mathematics is integrated in the workplace activities and often hidden in technology (Bessot & Ridgway, 2000; Hoyles et al. 2002; FitzSimons, 2002; =-=Wedege, 2000-=-;sSträsser, 2003; Williams & Wake, 2007). • The so-called “transfer” of mathematics between school and workplace – and vice versa – is not a straightforward affair (Alexandersson, 1985; Evans, 2000; F... |

1 |
Adult numeracy for work and life: Curriculum and teaching implications of recent research
- FitzSimons, Coben
- 2009
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Citation Context ... Finally, becausesthe focus is on task completion within certain constraints (e.g., time, money), mathematical correctness or precision may be somewhat negotiable, according to the situation at hands(=-=FitzSimons & Coben, 2009-=-, Wedege, 2002). One of the consequences of these differencessbetween mathematics in work and mathematics in school is that the workers do not recognise the mathematics in their daily practice. Mathem... |

1 |
Gender mainstreaming of research on adult mathematics education: Opportunities and challenges
- Henningsen
- 2007
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Citation Context ...ons about mathematics. Based on our assumption that the importance of knowing mathematics is experiencedsdifferently by men and women, gender will be an explicit dimension throughout the wholesstudy (=-=Henningsen, 2007-=-). Perspectives As stated above, one of the fundamental issues in mathematics education is school mathematics versus out-of-school mathematics. In the context of the study Educational interfacessbetwe... |