PRACTICAL SHOP MECHANICS AND MATHEMATICS
WHAT COUNTS AS MATHEMATICS? INSTITUTIONS AND IMAGES 1 1 1 2 INTRODUCTION THE INSTITUTION OFMATHEMATICS 1 2 1 1 2 2 1 2 3 1 2 4 1 2 5 HISTORICAL ASPECTS OFMATHEMATICS SOCIOLOGICAL ASPECTS OF MATHEMATICS PRACTICES OFMATHEMATICS MATHEMATICS AND TECHNOLOGY THE STRUCTURING ROLES OF TECHNOLOGY 1 3 THE INSTITUTION OFMATHEMATICS EDUCATION 1 3 1 1 3 2 PERSPECTIVES ON THE HISTORY OF MATHEMATICS EDUCATION PERSPECTIVES ON IDEOLOGICAL, CULTURAL, AND SOCIAL DIMENSIONS OF MATHEMATICS EDUCATION 1 3 3 1 3 4 VALUES AND GOALS OF MATHEMATICS EDUCATION NUMERACY: A CONTESTED CONCEPT 1 4 IMAGES 1 4 1 1 4 2 1 4 3 IMAGES PUBLIC AND PERSONAL IMAGES OF MATHEMATICS IMAGES OF MATHEMATICS EDUCATION 1 5 1 6 RESEARCH IN MATHEMATICS EDUCATION CONCLUSION TECHNOLOGY, MATHEMATICS, AND INDUSTRY MATHEMATICS IN AND FOR THE WORKPLACE 2 1 2 2 2 3 INTRODUCTION GLOBALISATION THEORISATIONS OF THE WORKPLACE 2 3 1 2 3 2 PROBLEMATIC REPRESENTATIONS OF WORKPLACES WORKPLACE COMPETENCE 2 4 2 5 TECHNOLOGIES OF WORK IN PRACTICE MATHEMATICS IN THE WORKPLACE 2 5 1 2 5 2 EARLY STUDIES MORE RECENT, EPISTEMOLOGICALLY-GROUNDED STUDIES 2 6 2 7 EDUCATION FOR THE WORKPLACE THE DEVELOPMENT OF MATHEMATICAL OCCUPATIONAL COMPETENCE 2 7 1 2 7 2 TRANSFER ESSENTIALISM, SOCIALLY SITUATED COGNITION, AND MEDIATING ARTEFACTS 2 8 IMPLICATIONS FOR CURRICULUM AND TEACHING 2 8 1 DEVELOPMENTS IN VOCATIONAL MATHEMATICS EDUCATION IN THE NETHERLANDS AND DENMARK 2 9 CONCLUSION CHAPTER INTERLUDE THEORETICAL FRAMEWORKS 3 1 TECHNOLOGIES OF POWER 3 1 1 3 1 2 3 1 3 3 1 4 THE CONCEPT OF TECHNOLOGY BUREAUCRACY AND RATIONALISATION: THE CONTRIBUTION OF MAX WEBER TECHNICAL RATIONALITY: THE CONTRIBUTION OF JÜRGEN HABERMAS TECHNOLOGIES OF POWER: THE CONTRIBUTION OF MICHEL FOUCAULT 3 2 3 3 3 4 BERNSTEIN’S MODELS OF SYMBOLIC CONTROL, PEDAGOGY, AND IDENTITY CLASSIFICATION AND FRAMING MODELS OF COMPETENCE 3 4 1 3 4 2 COMPETENCE AND PERFORMANCE PEDAGOGIC MODELS IMPLICATIONS FOR VOCATIONAL MATHEMATICS EDUCATION 3 5 THE RECONTEXTUALISING FIELD 3 5 1 3 5 2 COMPETENCE MODES OF THE RECONTEXTUALISING FIELD PERFORMANCE MODES OF THE RECONTEXTUALISING FIELD 3 6 RECONTEXTUALISING TEXTS 3 6 1 3 6 2 THE CONCEPT OF CODE THE ARBITRARY BASIS OF CONTENT TECHNOLOGIES OF POWER: RECONTEXTUALISING TEXTS AN AUSTRALIAN CASE STUDY 4 1 4 2 INTRODUCTION THE INSTITUTION OF VOCATIONAL EDUCATION AND TRAINING 4 2 1 4 2 2 4 2 3 A BRIEF HISTORY OF ADULT AND VOCATIONAL EDUCATION IMAGES OF VOCATIONAL EDUCATION AND TRAINING REFLECTIONS ON TWO DECADES OF PRACTICE 4 3 RECONTEXTUALISING TEXTS FOR VOCATIONAL MATHEMATICS 4 3 1 4 3 2 4 3 3 WORKERS’ PERSPECTIVES TEACHERS’ PERSPECTIVES EXAMPLES OF THE ARBITRARY BASIS OF CONTENT 4 4 CONCLUSION CHAPTER TECHNOLOGIES OF POWER: THE RECONTEXTUALISING FIELD CURRICULUM AND THE CONDITIONS OF TEACHERS’ WORK 5 1 5 2 INTRODUCTION VOCATIONAL MATHEMATICS CURRICULUM 5 2 1 5 2 2 5 2 3 MATHEMATICS CURRICULUM IN THE AUSTRALIAN VET SECTOR GOALS FOR VOCATIONAL MATHEMATICS CURRICULA TRANSFER, PROCESS, AND CONTENT 5 3 5 4 BERNSTEIN’S MODELS OF COMPETENCE REVISITED COMPETENCY-BASED TRAINING 5 4 1 5 4 2 PERSPECTIVES ON CBT KEY COMPETENCIES AND CBT 5 5 5 6 FLEXIBLE LEARNING: AN INSTRUCTIONAL PERSPECTIVE THE CONDITIONS OF TEACHERS’ WORK 5 6 1 5 6 2 5 6 3 5 6 3 5 6 4 TEACHERS’ WORK IN THE AUSTRALIAN VET SECTOR PROFESSIONALISM AND VET TEACHERS THE WORK OF MATHEMATICS TEACHERS IN THE AUSTRALIAN VET SECTOR PROFESSIONAL DEVELOPMENT VOCATIONAL MATHEMATICS EDUCATION AND PROFESSIONAL DEVELOPMENT 5 7 CONCLUSION TECHNOLOGIES OF POWER: KNOWLEDGE PRODUCTION AND DISTRIBUTION THE DE-INSTITUTIONALISATION OF EDUCATION 6 1 6 2 INTRODUCTION TECHNOLOGIES OF POWER: POLITICAL INFLUENCES 6 2 1 6 2 2 TECHNOLOGIES OF POWER POLICY FORMATION 6 3 TECHNOLOGIES OF CORPORATE MANAGEMENT 6 3 1 6 3 2 6 3 3 INDUSTRIAL AWARD RESTRUCTURING ORGANISATIONAL CHANGE: AN OPEN TRAINING MARKET THE NATIONAL TRAINING FRAMEWORK 6 4 6 5 6 6 6 7 6 8 6 9 A WEAKENING CLASSIFICATION OF KNOWLEDGE GOALS OF VOCATIONAL EDUCATION AND TRAINING LIFELONG LEARNING NEW FORMS OF KNOWLEDGE PRODUCTION FLEXIBLE LEARNING AND THE DE-INSTITUTIONALISATION OF EDUCATION RESEARCH IN VOCATIONAL EDUCATION AND TRAINING 6 9 1 6 9 2 INTERNATIONAL PERSPECTIVES RESEARCH AS A TECHNOLOGY OF POWER? 6 10 CONCLUSION CHAPTER CONCLUSION WHAT COUNTS AS MATHEMATICS IN ADULT AND VOCATIONAL EDUCATION? 7 1 7 2 7 3 INTRODUCTION PUBLIC IMAGE AND TECHNOLOGIES OF MANAGEMENT THE IMAGE OF VOCATIONAL MATHEMATICS AS LOCATED WITHIN THE PUBLIC IMAGE OF MATHEMATICS EDUCATION 7 4 7 5 VOCATIONAL MATHEMATICS, NUMERACY, AND WORKPLACE COMPETENCE FINAL WORDS