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Inget klöver utan matematik: En studie av matematik i yrkesutbildning och yrkesliv
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
2016 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
No clover without mathematics : A study of mathematics in vocational education and professional life (English)
Abstract [sv]

Syftet med avhandlingen är att öka förståelsen för aspekter som inverkar på relationen mellan yrkeselevers kunskaper och de kunskaper som behövs i yrkeslivet. Detta görs genom att undersöka olika aktörers perspektiv på yrkeslivets behov av  matematikkunskaper, matematikundervisning på yrkesprogram och utformningen av läroplanen Gy11. Studien görs inom gymnasiets naturbruksprogram med inriktning mot lantbruksutbildning och inom lantbruksyrket. Det empiriska materialet består av kvalitativa intervjuer med yrkesverksamma lantbrukare, yrkeslärare och matematiklärare samt intervjuer och enkäter med elever. Resultaten från den empiriska studien har analyserats i relation till läroplanen Gy11. För analysen används framförallt Bernsteins läroplansteoretiska perspektiv med begreppen pedagogiska koder och diskurser, i vissa delar tillsammans med D’Ambrosios etnomatematiska perspektiv. Resultaten visar att lantbruksyrket kräver goda matematikkunskaper, men att det i vissa fall finns ett diskursivt gap mellan skolans matematikundervisning och behovet av matematikkunskaper i yrkeslivet. Trots ämnesplanens inriktning mot en matematik som är relaterad till elevernas yrkesinriktning, är matematikundervisningen ofta starkt knuten till en matematikbok utan relation till det yrke eleverna utbildas för. Undervisningens organisering styrs av en mängd ramfaktorer som både kan handla om tid, gruppsammansättningar och schema, men också om lärarnas syn på kunskap. De nationella proven utgör en betydande ramfaktor som i många fall styr undervisningen i högre grad än vad innehållet i ämnesplanen gör. Undervisningens svaga koppling till elevernas yrkesinriktning gör dem omotiverade att lära sig matematik eftersom de har svårt att se hur de ska kunna använda sina kunskaper i sitt kommande yrke. En del elever har också svårigheter med att rekontextualisera sina  matematikkunskaper från skolkontexten till yrkeslivets kontext vilket bland annat kan försämra deras anställningsmöjligheter.

Abstract [en]

The aim of the thesis is to increase understanding of aspects that affect the relationship between vocational education students’ knowledge and knowledge needed in professional life. This is examining through different actors' perspectives on the professional needs of mathematics skills, mathematics teaching in vocational programs and the design of the national curriculum Gy11. The study is conducted in the upper secondary natural resources management program with focus on agricultural education and the agricultural profession. The empirical material consists of qualitative interviews with professional farmers, vocational teachers, mathematics teachers and students. The results of the empirical study have been analyzed in relation to the curriculum Gy11. Bernstein's curriculum theoretical perspective, and particularly the concepts educational codes and discourses, is used for the analysis, in some parts along with D'Ambrosio’s ethno mathematical perspective. The results show that good math skills are essential for the farming profession but in some cases there is a discursive gap between school mathematics teaching and the need for mathematical skills in professional life. Although the subject plan for mathematics is focusing on mathematics related to the profession students are trained for, the mathematics teaching is largely tied to a textbook with tasks unrelated to the students’ future profession. The organization of the teaching is controlled by a variety of frame factors that can concern time, group compositions and schedule, but also the teachers' view of knowledge. The national tests represent a significant frame factor which in many cases controls the teaching to a higher degree than what the content of the subject plan does. The weak connection to the students' professional orientation makes them unmotivated to learn mathematics because they have trouble seeing how they can use their knowledge in their future profession. Students also have difficulties in recontextualizing their mathematical skills from the school context in the professional life context, which among other things can reduce their employability.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2016. , 286 p.
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 194
Keyword [en]
Mathematics, vocational education, work life, curriculum, agriculture, curriculum theory, educational code, ethno-mathematics
Keyword [sv]
Matematik, yrkesutbildning, yrkesliv, läroplan, lantbruk, läroplansteori, pedagogisk kod, transformeringsarena, etnomatematik
National Category
Pedagogy Didactics Learning Mathematics
Identifiers
URN: urn:nbn:se:liu:diva-124565DOI: 10.3384/diss.diva-124565ISBN: 978-91-7685-851-6 (print)OAI: oai:DiVA.org:liu-124565DiVA: diva2:900159
Public defence
2016-03-04, Eklundska salen (sal I:101), Hus I, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2016-02-03 Created: 2016-02-03 Last updated: 2016-02-05Bibliographically approved

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Muhrman, Karolina

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