Inget klöver utan matematik : En studie av matematik i yrkesutbildning och yrkesliv

Muhrman, Karolina

doi:10.3384/diss.diva-124565

Cited by 9 publications

(15 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, although some parts of the activity systems are identical at this general level, findings from the research literature (e.g. Muhrman 2016;Yasukawa, Brown, and Black 2013) indicate that the historical and cultural setting nevertheless influences the outcomes of various team-teaching arrangements for integrating mathematics in vocational education training, which makes the two activity systems rather different from each other. Differences in cultural settings, for example, can influence how teachers perceive their role in the team-teaching approach and what the students are expected to learn in the different activity systems.…”

Section: Activity Theorymentioning

confidence: 98%

“…However, there seems to be a clear tendency in vocational mathematics education at upper secondary school in Sweden to focus primarily on the latter aim (e.g. Muhrman 2016;Skolinspektionen 2014). One consequence of this focus is that students risk missing opportunities for employment, because they lack mathematical training and, consequently, the mathematical competences that the labour market demands (Muhrman 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Muhrman 2016;Skolinspektionen 2014). One consequence of this focus is that students risk missing opportunities for employment, because they lack mathematical training and, consequently, the mathematical competences that the labour market demands (Muhrman 2016). Mathematics in the workplace is often characterised as complex, situation-dependent and hidden in workplace-specific tools (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…There is evidence that teaching approaches focusing on connecting mathematical and vocational learning lead to more positive attitudes among students towards learning mathematics (e.g. Casey et al 2006;Muhrman 2016). There is a wide range of teaching approaches that support an integration between mathematical and vocational learning.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Frejd

Muhrman

2020

Journal of Vocational Education & Training

View full text Add to dashboard Cite

show abstract

Section: Activity Theorymentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Frejd

Muhrman

2020

Journal of Vocational Education & Training

View full text Add to dashboard Cite

show abstract

“…Når laereplanen har en ramme på kun 56 årstimer og omfatter mange kompetansemål med til dels svaert ulike tema, blir det ikke mye tid til hvert tema. Yrkesrettede undervisningsopplegg hvor elevene skal laere naturfaglige fenomener i en yrkeskontekst er tidkrevende (Muhrman, 2016;Nordby, Knain, & Jónsdóttir, 2017). Det vil si at en omfattende laereplan kan vaere et hinder for yrkesrettet og relevant undervisning.…”

Section: Diskusjon Og Konklusjonunclassified

Naturfag for yrkesfagelever: Er det handlingsrom i læreplanen til å utforme relevant og yrkesrettet undervisning?

Nordby

Reitan

Jónsdóttir

2018

ADNO

View full text Add to dashboard Cite

Fra flere hold blir innholdet i fellesfagene trukket fram som en årsak til dårlig motiverte elever og frafall i yrkesopplæringen. Forskriften til opplæringsloven stiller eksplisitte krav til at opplæringen i fellesfagene skal være tilpasset de ulike studieprogrammene. Denne studien stiller spørsmål om hvor stort handlingsrom kompetansemålene i læreplanen i naturfag gir lærere til utforming av relevant og yrkesrettet undervisning for yrkesfagelever. Vi har utviklet en analysemetode egnet til å vurdere om et innholdselement i et kompetansemål 1) vil være relevant for yrkesfagelever ved ulike studieprogram, og 2) mulig å tilpasse til yrkesfagelever ved ulike studieprogram. Vi har funnet at kompetansemålene i læreplanen i naturfag setter opp et relativt begrenset handlingsrom med tanke på utforming av relevant og yrkesrettet undervisning for yrkesfagelever. For å realisere kravet om at opplæringen i naturfag skal være tilpasset de ulike studieprogrammene mener vi at det må legges bedre til rette for dette i fremtidige læreplaner. På bakgrunn av funn i denne studien ser vi et behov for ytterligere forskning på yrkesfagelevers opplevelse av relevans i naturfag.Nøkkelord: læreplananalyse, naturfag, yrkesfag, relevans, yrkesretting, yrkesfagelever School science for vocational students: Is there scope for action in the curriculum to design relevant teaching adapted to the various vocational programs?AbstractFrom several sources, the curriculum in the common core subjects is accentuated as a reason for poorly motivated students and dropouts in upper secondary vocational education in Norway. The Regulation for the Education Act makes explicit demands that the teaching in the common core subjects should be adapted to the various vocational programs. This study questions the scope for action in the school science curriculum to create teaching for vocational students that is relevant and adapted to the various vocational programmes. We have developed an analytical method suitable for detecting if a content item in a competence aim 1) will be relevant for vocational students in the different vocational programs, and 2) is possible to adapt to vocational students in the different vocational programs. We have found that the competence aims in the school science curriculum establish a relatively limited scope for actopn in regards to designing relevant teaching, adapted to vocational students. In order to realize the requirement for adaption to the various vocational programs, we claim that this should be facilitated in future school science curricula. Based on findings in this study, we see a need for further research on vocational students and their experience of relevance in school science.Keywords: curriculum analysis, school science, vocational education, relevance, adaptation to vocational education

show abstract

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Alvunger

2024

IJRVET

View full text Add to dashboard Cite

Purpose: This paper presents a qualitative systematic review of Swedish research on vocational education and training (VET) at the upper secondary school level over the past 20 years. The review is based on a theoretical model on curriculum making as social practice that may serve as model for comparative studies between countries. By introducing the model, the ambition is to open for new perspectives on VET curriculum in policy and practice. Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research. Methods: The methodological approach in the present paper is a qualitative systematic research review with an integrative and interpretative purpose and research design. The qualitative review is based on the conceptual model of curriculum making as social practice, seeking to capture the inherent complexity and porous boundaries of education systems and movements of ideas, discourses and actors between sites of activity. The model is used for mapping the research, and a content analysis for identifying main themes and emphases and exploring and discussing the potential gaps that may inform future international research studies. Findings: The results show that the research is focused on the micro and nano sites of curriculum making, with connections to macro site activities of national curriculum policy enactment. Research focusing on the macro site of activity has an emphasis on national policy and policymaking regarding the relationship between academic and vocational knowledge/programmes and apprenticeship and employability. In the micro and nano sites of activity – which comprise the majority of the research – the main themes are vocational knowing and identity, teaching, learning and assessment practices and work-based learning. Conclusion: An observation is the absence of principals and middle leaders as actors and informants in the studies. There is little evidence of actors moving between sites of activity and the meso site of activity only comprise a very small part of the research. In this respect, there is a potential gap to be explored, not least regarding how local curricula and syllabi are made and shaped in terms of the influence of representatives from local authorities, companies, trade unions, employer associations, universities and regional agencies. Curriculum making as social practice has the potential to be used for comparative international studies and as a framework that takes national differences in VET education systems into account.

show abstract

Inget klöver utan matematik : En studie av matematik i yrkesutbildning och yrkesliv

Cited by 9 publications

References 43 publications

Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces

Naturfag for yrkesfagelever: Er det handlingsrom i læreplanen til å utforme relevant og yrkesrettet undervisning?

Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden

Contact Info

Product

Resources

About