MATHEMATICAL IMAGES FOR WORKPLACE TRAINING: THE CASE OF
JOHN, A PLUMBING APPRENTICE
Lyndon C. Martin
University of East Anglia & University of British Columbia
lyndon.## email not listed ##
Lionel N. LaCroix
University of British Columbia
## email not listed ##
Sue Grecki
BC Construction Industry Skills Improvement Council—SkillPlan
This paper presents some initial findings from a multi-year project that is exploring
numeracy and the growth of mathematical understanding in a variety of construction
trades training programs.
i
In this paper, we focus on John, an entry level plumbing
trainee as he attempts to solve a pipefitting problem. We explore the ways in which he
tries to decide which calculation to perform when faced with a multiplication sum
required by the task. We suggest that while he may have an appropriate image for the act
of multiplying, he does not access it in this task, and that he needs to either make or re-
make an image that will help his understanding grow in this context. We contend that it
can not be assumed that the images held by adult learners for basic mathematical
concepts are necessarily appropriate or accessible, particularly when being used in new,
specific workplace contexts.
Mathematics and Workplace Training
Using mathematics is a fundamental part of workplace practice in most credentialed
trades. To function effectively and efficiently, tradespeople are expected to use and
apply a range of mathematical skills and understandings in a wide range of situations.
(E.g. Nicholson, 1998; Folinsbee, 1995). Most construction trades require workers to be
credentialed, and apprenticeship training courses and the associated examinations
generally have considerable mathematical content. Although recent years have seen an
increase in the attention paid by researchers to mathematics in the workplace, there is still
only a limited body of work, which considers cognition and understanding in a vocational
setting (E.g. Noss, Hoyles & Pozzi, 2000). Our research focuses on mathematical
understanding in workplace training, and explores the ways in which understandings are
used, modified and learned in specific workplace training contexts.
Theoretical Approach
The study is framed by the Pirie-Kieren theory for the dynamical growth of
mathematical understanding (Pirie & Kieren, 1994). This theory provides a way to look
at, describe and account for developing mathematical understanding as it is observed to
occur in action. Adults in workplace training are often re-learning mathematics for which
they have existing images and understandings. As they engage in mathematical activity
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Convention