Thu, 21 Aug 2008 05:29:55 BST CiteULike: phillipkent's education http://www.citeulike.org/user/phillipkent/tag/education CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/phillipkent/article/3124972 <i>(1990)</i> Radiation and risk in physics education HMC Eijkelhof (1990) 2008-08-14T20:39:25-00:00 1990 Rijksuniversiteit Utrecht education netherlands physics radiation risk turss-project http://www.citeulike.org/user/phillipkent/article/3090815 <i>(2003)</i> PISA 2003 assessment framework OECD (2003) 2008-08-06T14:05:23-00:00 2003 Organisation for Economic Co-operation and Development education literacy mathematical mathematics school tml-project http://www.citeulike.org/user/phillipkent/article/3072596 <i>Educational Studies in Mathematics, Vol. 39, No. 1-3. (1999), pp. 205-228.</i> To know or not to know ? mathematics, that is a question of context Tine Wedege Educational Studies in Mathematics, Vol. 39, No. 1-3. (1999), pp. 205-228. 2008-08-01T16:18:49-00:00 1999 Educational Studies in Mathematics 39 1-3 205 228 adult context education learning mathematics situated tml-project http://www.citeulike.org/user/phillipkent/article/3051834 <i>(2004)</i> Making Mathematics Count: The report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education AFM Smith (2004) 2008-07-28T14:40:05-00:00 2004 Department for Education and Skills a-level education gcse mathematics post-14 schools tml-project vocational http://www.citeulike.org/user/phillipkent/article/3037707 <i>(2008)</i> The learning potential of the workplace (2008) 2008-07-23T20:37:18-00:00 2008 Sense Publishers competence education learning skills tml-project training wle-project workplace http://www.citeulike.org/user/phillipkent/article/3008683 <i>Studies in Science Education, Vol. 39, No. 1. (2003), pp. 125-141.</i> Risk: Why Don't They Listen to Us? Joan Solomon doi:10.1080/03057260308560198 Studies in Science Education, Vol. 39, No. 1. (2003), pp. 125-141. 2008-07-16T14:54:14-00:00 2003 Studies in Science Education 39 1 125 141 Routledge education risk science turss-project wellcome-project http://www.citeulike.org/user/phillipkent/article/2653969 <i>EDUCATIONAL RESEARCHER, Vol. 32, No. 1. (1 January 2003), pp. 9-13.</i><br /><br />In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent--"engineering" particular forms of learning--and a theoretical orientation--developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed. 10.3102/0013189X032001009 Design Experiments in Educational Research Paul Cobb Jere Confrey Andrea Disessa Richard Lehrer Leona Schauble doi:10.3102/0013189X032001009 EDUCATIONAL RESEARCHER, Vol. 32, No. 1. (1 January 2003), pp. 9-13. 2008-04-11T13:31:51-00:00 2003 EDUCATIONAL RESEARCHER 32 1 9 13 design design-based education experiment method methodology research tml-project http://www.citeulike.org/user/phillipkent/article/2649757 <i>(03 January 2008)</i><br /><br />New Directions for Situated Cognition in Mathematics Education represents the maturation and expansion of the situated cognition theories applied to mathematics education. All of the situations on which the chapters of this book are based exemplify activity which would be described as mathematical, whether they are classrooms, workplaces, homes or the street. In identifying mathematical activity, this book examines the ways people talk, what they talk about, what they focus on, how they classify experience, what levels and kinds of generality occur to them, what is varied and what is fixed, what relationships they observe or construct and how they express themmuch they way music, musicality, and a musician are recognized.</P> <P> In this book a dynamic view of knowledge is taken by all the authors. Although knowledge is considered what is produced in learning environments, each chapter offers a different perspective on its relationship to the individual, group, activity, historical conventions, and authoritarian views of meaning.</P> <P>New Directions for Situated Cognition in Mathematics Education provides a resource for educators, researchers and students to approach situated cognition through an organized and diverse source. New Directions for Situated Cognition in Mathematics Education (03 January 2008) 2008-04-10T15:29:03-00:00 2008 Springer cognition education mathematics school situated tml-project work workplace http://www.citeulike.org/user/phillipkent/article/2646396 <i>For the Learning of Mathematics, Vol. 18, No. 2., pp. 2-12.</i> New numeracies for a technological culture R Noss For the Learning of Mathematics, Vol. 18, No. 2., pp. 2-12. 2008-04-09T16:31:41-00:00 For the Learning of Mathematics 18 2 2 12 computers education literacies literacy mathematics technology tml-project http://www.citeulike.org/user/phillipkent/article/2646387 <i>(18 April 2000)</i><br /><br />Andrea diSessa's career as a scholar, technologist, and teacher has been driven by one important question: can education -- in particular, science education -- be transformed by the computer so that children can learn more, learn more easily at an earlier age, and learn with pleasure and commitment? This book is diSessa's informed and passionate affirmative answer to that question.<br /> <br /> While written at a level that anyone with a good acquaintance with high school science can understand, the book reflects the depth and breadth of the issues surrounding technology in education. Rejecting the simplistic notion that the computer is merely a tool for more efficient instruction, diSessa shows how computers can be the basis for a new literacy that will change how people think and learn. He discusses the learning theory that explains why computers can be such powerful catalysts for change in education, in particular, how intuitive knowledge is the platform on which students build scientific understanding. He also discusses the material and social reasons for the computer's potential and argues for "two-way literacies," where everyone is a creator as well as consumer of dynamic and interactive expressive forms. DiSessa gives many examples from his work using the Boxer computer environment, an integrated software system designed to investigate computational literacies. Changing Minds: Computers, Learning, and Literacy Andrea Disessa (18 April 2000) 2008-04-09T16:25:26-00:00 2000 The MIT Press computers education learning literacy mathematics science technology tml-project http://www.citeulike.org/user/phillipkent/article/2632773 <i>Journal for Research in Mathematics Education, Vol. 25, No. 3. (May 1994), pp. 237-259.</i><br /><br />The objective of this study was to determine how students' strategies for solving percent problems change over grades 5, 7, 9, and 11. The questions addressed included the following: What intuitive knowledge do students bring to the study of percent? Do students use this intuitive knowledge in solving percent problems? What processes do students use to solve percent problems? Does choice of solution method differ after formal instruction on percent? The researcher employed a cross-sectional research design whereby 31 students representing two ability levels (middle and high) from grades 5, 7, 9, and 11 were interviewed. The responses were compared and contrasted by ability and grade level. The 5th and 7th graders, who had little or no formal instruction on percent, used a variety of strategies including benchmark, ratios, and fractions, to solve percent problems. The 9th graders made extensive use of the school-taught equation strategy. The 1lth graders. who had been away from formal instruction on percent for at least a year, also used the equation strategy extensively, but also employed a variety of other strategies and were more reflective in their choice of strategy. The Development of, and Interaction between, Intuitive and School-Taught Ideas about Percent L Lembke B Reys Journal for Research in Mathematics Education, Vol. 25, No. 3. (May 1994), pp. 237-259. 2008-04-05T15:27:11-00:00 1994 Journal for Research in Mathematics Education 25 3 237 259 education mathematics percent percentages proportional proportionality reasoning school tml-project http://www.citeulike.org/user/phillipkent/article/2630340 <i>(11 October 2007)</i><br /><br /><P>Given its abstract nature and the highly syntactical competence required by the use of symbolic algebra, research on its teaching and learning must rely on approaches that include semiotic concepts and analyses that recall the history of algebraic ideas, among others. Educational Algebra: A Theoretical and Empirical Approach deals with a theoretical perspective on the study of school algebra, in which both components (semiotics and history) occur. This perspective runs opposite to general theoretical models, since it submits components for the design of local frameworks for theoretical analysis. The Methodological design allows for the interpretation of specific phenomena and the inclusion, within such interpretative frameworks, of evidence not included in more general treatments. Such is the case of phenomena observed in subjects who are initiating the study of symbolic algebra, involving the production of personal sign systems at the intermediate level or the level previous to the mathematical sign system which is to be learned.</P> <P>Disciplines such as Linguistics, Logic, Psycholinguistics, Semiotics, general Cognitive Psychology, Mathematics Psychology, Mathematics Epistemology, History of Mathematics, and others have carried out research on the same topics approached by Mathematics Education and have redefined their results within the framework of their respective fields. Specifically, theorists in Linguistics, Information Processing and Didactics of Mathematics have done important work on the notion of code. Today, this notion is a key element to interpreting the idea of representation in the new explanatory models of cognitive problems placed by alternative teaching approaches, including those involving a technological environment. Additionally, Psycholinguistics and Artificial Intelligence in procedural models of human abilities have intended to explain how and why users of mathematical language naturally and commonly make mistakes in syntactical procedures.</P> <P>Educational Algebra: A Theoretical and Empirical Approach adds to previous developments with priority given to a pragmatic perspective on "meaning in use" over "formal meaning". The bulk of these approaches and others of similar nature have lead to a focus on competence rather than on a user’s activity with mathematical language.</P> <P>Such a shift in perspective has fundamental implications on the way mathematical language is studied. Essentially, Grammar—the abstract formal system—and Pragmatics—the principles of the use of language—are complementary domains in this volume. Both are related to different teaching models, whether new or traditional, used in helping students to become competent users of Algebra. Because of this, Educational Algebra: A Theoretical and Empirical Approach will be of interest to researchers and practitioners within the mathematics education field.</P> Educational Algebra: A Theoretical and Empirical Approach (Mathematics Education Library) Eugenio Filloy Teresa Rojano Luis Puig (11 October 2007) 2008-04-04T18:36:28-00:00 2007 Springer algebra education mathematics http://www.citeulike.org/user/phillipkent/article/493437 <i>(30 June 1996)</i><br /><br />Why are mathematical ideas so hard? Is mathematics an unassailable peak, which only the few can ever hope to conquer? Or can mathematics be broadened to be accessible to the many? Noss and Hoyles have written a book which challenges some of the conventional wisdoms on the learning of mathematics. They use the computer as a window onto mathematical meaning-making, drawing together the threads of their individual and collaborative research over more than a decade. The pivot of their theory is the idea of webbing, which explains how someone struggling with a new mathematical idea can draw on supportive knowledge, and reconciles the individual's role in mathematical learning with the part played by epistemological, social and cultural forces. Windows on Mathematical Meanings: Learning Cultures and Computers R Noss Celia Hoyles (30 June 1996) 2006-02-03T12:47:33-00:00 1996 Kluwer Academic Publishers abstraction education mathematics situated teaching technology tml-project http://www.citeulike.org/user/phillipkent/article/2435282 <i>Cognition and Instruction, Vol. 10, No. 1. (1993), pp. 1-100.</i><br /><br />Many cognitive and educational theorists believe that a prerequisite to learning physics is the attainment of the Piagetian developmental stage of formal operational thinking. According to this view, attempts to teach children about the content and form of physical theories are doomed to failure. We argue that this is not the case. Children can learn basic physical concepts and models, given appropriately designed instruction. Furthermore, physical theories are a good domain for teaching children about the nature of scientific knowledge: its form, its evolution, and its application. This article describes an approach that enables sixth graders (i.e., 11- and 12-year-olds) to develop a conceptual model that embodies the principles underlying Newtonian mechanics, and to apply their model in making predictions, solving problems, and generating explanations. The students' learning centers around problem solving and experimentation with a series of computer microworlds (i.e., a set of interactive simulations and modeling tools that we developed called ThinkerTools). The objective is for students to construct a series of increasingly sophisticated models for reasoning about how forces affect the motion of objects. To facilitate the evolution of such conceptual models, the microworlds incorporate a variety of linked alternative representations for force and motion, and a set of game-like activities designed to focus the students' inquiry processes. As part of the pedagogical approach, students formalize what they learn into a set of laws that they examine critically, using criteria such as correctness, generality, and parsimony. They then apply these laws and representations to a variety of real-world problems. This approach integrates the learning of the subject matter with learning about the nature of scientific knowledge-what are scientific models, how do they evolve, and why are they useful? Instructional trials revealed that the ThinkerTools curriculum is equally effective for males and females and for students of different ability levels. Furthermore, sixth graders taught with this approach did better in solving a set of classic force and motion problems than did high school students taught using traditional methods. ThinkerTools: Causal Models, Conceptual Change, and Science Education Barbara White Cognition and Instruction, Vol. 10, No. 1. (1993), pp. 1-100. 2008-02-27T10:44:33-00:00 1993 Cognition and Instruction 10 1 1 100 causal change conceptual education models science technology-enhanced tml-project tools http://www.citeulike.org/user/phillipkent/article/2323722 <i>(2003)</i> Mathematical literacy E Jablonka (2003) 2008-02-02T19:55:06-00:00 2003 Kluwer Academic Publishers demathematisation education literacy mathematics mathematisation society http://www.citeulike.org/user/phillipkent/article/1572762 <i>(01 January 2001)</i><br /><br /><div>This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. <i>Sociocultural Research on Mathematics Education: An International Perspective</i> is distinguished in several ways: <br> <br> * It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area.<br> * It is future oriented, presenting recommendations for practice and policy and identifying areas for further research. <br> * It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling.<br> <br> As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.</div> Sociocultural Research on Mathematics Education: An International Perspective (01 January 2001) 2007-08-17T17:49:53-00:00 2001 Lawrence Erlbaum education llakes-project mathematics socio-cultural tml-project http://www.citeulike.org/user/phillipkent/article/2177535 <i>The Journal of Mathematical Behavior, Vol. 15, No. 4. (December 1996), pp. 375-402.</i> Habits of mind: An organizing principle for mathematics curricula Al Cuoco E Goldenberg June Mark doi:10.1016/S0732-3123(96)90023-1 The Journal of Mathematical Behavior, Vol. 15, No. 4. (December 1996), pp. 375-402. 2007-12-28T15:31:01-00:00 1996 The Journal of Mathematical Behavior 15 4 375 402 dynamic education geometry habit mathematics mind tml-project http://www.citeulike.org/user/phillipkent/article/2157874 <i>(2007)</i><br /><br />This report explores how social networks and attachment to place shape young people’s attitudes towards education, training and work opportunities, and looks at the scope for interventions to ‘widen horizons’ and enhance access to opportunities. Through case studies of three deprived neighbourhoods – the New Deal for Communities areas in Hull, Walsall and Wolverhampton... Attachment to place: Social networks, mobility and prospects of young people Anne Green Richard White (2007) 2007-12-22T00:21:34-00:00 2007 Joseph Rowntree Foundation education llakes-project networks people social training young http://www.citeulike.org/user/phillipkent/article/2145271 <i>Review of Educational Research, Vol. 65, No. 4. (1995), pp. 421-481.</i><br /><br />Why is percent, a ubiquitous mathematical concept, so hard to learn? This question motivates our review. We argue that asking the question is worth-while because percent is universal and because it forms a bridge between real-world situations and mathematical concepts of multiplicative structures. The answer involves explaining the long history of the percent concept from its early roots in Babylonian, Indian, and Chinese trading practices and its parallel roots in Greek proportional geometry to its modern multifaceted meanings. The answer also involves specifying what percent is: its meaning (fraction or ratio) and its sense (function or statistic). Finally, the answer involves understanding the privileged language of percent--an extremely concise language that has lost its explicit referents, has misleading additive terminology for multiplicative meanings, and has multiple uses for the preposition of. The answer leads to speculation, in light of previous research, concerning what can be done to teach percent--and other multiplicative mathematical concepts--more effectively. Percent: A Privileged Proportion Melanie Parker Gaea Leinhardt Review of Educational Research, Vol. 65, No. 4. (1995), pp. 421-481. 2007-12-19T12:44:12-00:00 1995 Review of Educational Research 65 4 421 481 education llakes-project mathematics percent percentages proportional proportionality reasoning tml-project http://www.citeulike.org/user/phillipkent/article/2016149 <i>(27 December 2000)</i><br /><br />"a rich inter-weaving of carefully articulated critical stances... It is impossible, in a short review, to do justice to the quality and variety of all these perspectives... The result is strong coverage of the territory set out in the title, in ways that many working in the field will find valuable." (Phil Hodkinson, Journal of Education for Teaching)<br><br>Universities are undergoing a series of profound changes. One of the more pronounced of these involves the partnerships that are now being formed between business enterprises and higher education. The emergence of these partnerships has much to do with the changing economy, which is increasingly based around knowledge and information - the traditional stock-in-trade of the university. Knowledge capitalism has given a renewed impetus to higher education. One expression of this is work-based learning, which challenges the scope and site of the university curriculum. This book analyses this development from a number of perspectives: critical, historical, philosophical, sociological and pedagogical. Its various contributors argue that work-based approaches contain much that is challenging to the university, and also much that could help to create new frameworks of learning and new roles for academics. Working Knowledge offers a comprehensive examination of the new vocationalism in higher education.<br><br> Working Knowledge: The new vocationalism and higher education (27 December 2000) 2007-11-29T15:44:15-00:00 2000 Open University Press education higher knowledge learning university vocational wle-project work work-based http://www.citeulike.org/user/phillipkent/article/2016123 <i>(01 February 2000)</i> Work-Based Learning: A New Higher Education? (01 February 2000) 2007-11-29T15:41:13-00:00 2000 Open University Press education higher industry learning university wle-project work-based http://www.citeulike.org/user/phillipkent/article/1943927 <i>(04 March 2005)</i><br /><br /><P>The advancement of a scientific discipline depends not only on the "big heroes" of a discipline, but also on a communitys ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Ottes thoughts; however, the idea is not to look back, but to find out where the research agenda might lead us in the future.</P> <P>This volume provides new sources of knowledge based on Michael Ottes fundamental insight that understanding the problems of mathematics education how to teach, how to learn, how to communicate, how to do, and how to represent mathematics depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines.</P> Activity and Sign: Grounding Mathematics Education (04 March 2005) 2007-11-20T17:00:33-00:00 2005 Springer education mathematics semiotics signs theory tml-project http://www.citeulike.org/user/phillipkent/article/1923311 <i>(01 February 2002)</i><br /><br />At a time when popular solutions to the educational plight of poor children of color are imposed from the outside-national standards, high-stakes tests, charismatic individual saviors-the acclaimed Algebra Project and its founder, Robert Moses, offer a vision of school reform based in the power of communities. Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. Founded on the belief that math-science literacy is a prerequisite for full citizenship in society, the Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity. Telling the story of this remarkable program, Robert Moses draws on lessons from the 1960s Southern voter registration he famously helped organize: "Everyone said sharecroppers didn't want to vote. It wasn't until we got them demanding to vote that we got attention. Today, when kids are falling wholesale through the cracks, people say they don't want to learn. We have to get the kids themselves to demand what everyone says they don't want." We see the Algebra Project organizing community by community. Older kids serve as coaches for younger students and build a self-sustained tradition of leadership. Teachers use innovative techniques. And we see the remarkable success stories of schools like the predominately poor Hart School in Bessemer, Alabama, which outscored the city's middle-class flagship school in just three years. Radical Equations provides a model for anyone looking for a community-based solution to the problems of our disadvantaged schools. Radical Equations: Civil Rights from Mississippi to the Algebra Project Robert Moses Charles Cobb (01 February 2002) 2007-11-15T17:27:51-00:00 2002 Beacon Press algebra civil disadvantage education literacy llakes-project mathematics poverty rights usa http://www.citeulike.org/user/phillipkent/article/773407 <i>(25 November 2003)</i><br /><br />Highly topical and controversial examination of the education system. <br><br> "Education, education, education" has become an obsession for politicians and the public alike. It is seen as an economic panacea: an engine for growth and prosperity. But is there a link between increased spending on higher education and economic growth? Professor Alison Wolf takes a critical look at successive governments' education policy and challenges many of the tenets of received wisdom: there are no economic reasons for spending more on higher education in order to stimulate growth. The conclusion of this devastating book is that a large proportion of the billions poured into vocational training and university provision might be better spent on teaching the basics at primary school. Does Education Matter?: Myths About Education and Economic Growth (Penguin Business) Alison Wolf (25 November 2003) 2006-07-25T16:20:09-00:00 2003 Penguin business economy education llakes-project myths policy tml-project training uk http://www.citeulike.org/user/phillipkent/article/1902489 <i>(2000)</i><br /><br />This book preserves the complete proceedings of CIEAM 51 at University College, Chichester in 1999. Mathematicians and mathematics teachers from 23 countries across the world present 72 papers on the relevance and significance of mathematics in art, culture and the humanities in the modern world. Cultural Diversity in Mathematics Education: CIEAEM 51 A Ahmed JM Kraemer H Williams (2000) 2007-11-12T11:47:08-00:00 2000 Horwood Publishing Ltd cultural culture diversity education llakes-project mathematics schools tml-project vocational wle-project http://www.citeulike.org/user/phillipkent/article/1026704 <i>International Journal of Mathematical Education in Science and Technology, Vol. 32, No. 3. (May 2001), pp. 375-383.</i><br /><br />In the workplace mathematics and statistics are essential for communication and decision-making. Process workers at lower classifications of skill levels are likely to be confronted with statistical charts and warnings about nonconformity. Mathematics, statistics, and technology education in and for the workplace must take account of the cultural diversity which exists within and between workplaces. The design of generic mathematics, and in some cases statistics, curricula rarely reflect actual workplace practice except at a superficial level. One way of overcoming these problems is for mathematics/statistics educators to work in cooperation with industry, particularly at the local level, in a way that will encourage and support lifelong learning yet remain critical of the uses to which mathematics, statistics, and technology are put. This paper outlines some ways in which to address the challenge of making mathematics, statistics, and technology education take on real meaning within the context of the workplace. Integrating mathematics, statistics, and technology in vocational and workplace education GE Fitzsimons International Journal of Mathematical Education in Science and Technology, Vol. 32, No. 3. (May 2001), pp. 375-383. 2007-01-05T14:33:08-00:00 2001 International Journal of Mathematical Education in Science and Technology 32 3 375 383 education mathematics statistics technology tml-project vocational workplace http://www.citeulike.org/user/phillipkent/article/1026699 <i>International Journal of Mathematical Education in Science and Technology, Vol. 32, No. 3. (May 2001), pp. 337-354.</i><br /><br />As part of a broader research objective concerned with identifying the range of employer defined skill profiles that characterize workplace performance, this paper examines skill contexts for Application of Number, one of six UK defined Key Skills similar to Australian defined Key Competencies. Following the construction of questionnaires, grounded in the Analytic Hierarchy Process, applications of the instrument in both the UK and in Australia produced a ratio scale of priorities within the Key Skills area. This enabled a specification of the relative balance between classical competencies, e.g. facility with pen and paper calculations and emerging competencies demanded by the effective use of ICT. Relevance to workplace learning, including the transition from school to employment, and related aspects of mathematics education are discussed. Among the research outcomes is that spreadsheets are assuming a pre-eminent position and that this is an overriding priority for each defined activity and at each job level. The keyskills agenda: exploring implications for mathematics P Galbraith C Haines International Journal of Mathematical Education in Science and Technology, Vol. 32, No. 3. (May 2001), pp. 337-354. 2007-01-05T14:31:31-00:00 2001 International Journal of Mathematical Education in Science and Technology 32 3 337 354 education employment keyskills mathematics skills tml-project http://www.citeulike.org/user/phillipkent/article/1006032 <i>(01 July 2002)</i><br /><br />This book presents an institutional study located at the intersection mathematics education and vocational education. Using the concept of technology as a unifying theme, the book presents a critique of neoliberalist policies and their impact upon curriculum, teachers' work, and the apparent de-institutionalisation of vocational education - with particular reference to mathematics education and the consequences for adult students as (potential) workers and citizens. What Counts as Mathematics?: Technologies of Power in Adult and Vocational Education (Mathematics Education Library) Gail Fitzsimons (01 July 2002) 2006-12-21T17:27:15-00:00 2002 Springer adult education mathematics tml-project vocational wle-project workplace http://www.citeulike.org/user/phillipkent/article/1006031 <i>(31 December 2000)</i><br /><br />Everyone concerned with vocational education, everyone interested in cultural and cognitive aspects of mathematics Education for Mathematics in the Workplace (31 December 2000) 2006-12-21T17:25:16-00:00 2000 Kluwer Academic Publishers education learning mathematics tml-project transfer vocational workplace http://www.citeulike.org/user/phillipkent/article/466234 <i>(1973)</i> Tools for Conviviality Ivan Illich (1973) 2006-01-16T17:12:11-00:00 1973 convivial conviviality development education tools