Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id BAA19572; Fri, 4 Feb 2000 01:51:39 -0500 (EST) Date: Fri, 4 Feb 2000 01:51:39 -0500 (EST) Message-Id: <l03130308b4c09f1351ac@[132.234.3.49]> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: Clive Kanes <C.Kanes@mailbox.gu.edu.au> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:3294] CALL FOR PAPERS: VOCATIONAL/WORKPLACE MATHEMATICS X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" Status: OR The following will be of interest to all who have an interest in workplace numeracy issues as they relate to literacy. Please let me hear from you! Regards Clive CALL FOR PAPERS CALL FOR PAPERS CALL FOR PAPERS CALL FOR PAPERS TOPIC STUDY GROUP 8: VOCATIONAL MATHEMATICS ICME-9 This email is a call for papers in Topic Study Group 8 entitled "Vocational Mathematics", as a component of the ICME-9 Congress, to be held in Tokyo, Japan, July/August, 2000. 1.0 FOCUS OF TOPIC STUDY GROUP 8: VOCATIONAL MATHEMATICS Central to TSG8 is the world of work - whether paid or unpaid - and the rapid changes to work which have resulted from extensive technological changes and changes in work practices and work organisation. Vocational mathematics, as a consequence, is also under pressures for rapid change, redevelopment and rethinking. TSG8 seeks to open up issues relating to these. Some perspectives which might stimulate discussion follow. 1.1 CHANGING NATURE OF VOCATIONAL MATHEMATICS It is traditional for 'vocational mathematics' to be considered as a kind of 'applied mathematics' in which 'mathematics' is presumed to exist separately from the work context in which it is used. o To what extent does this view of vocational mathematics adequately recognise the current and emerging realities of mathematics used for work purposes among diverse societies and communities? o In what ways does this presupposition lend weight to the often implied view that vocational mathematics is conceptually underdeveloped when compared to 'mathematics'? If this view is justified, if so, why? o In what ways does this presupposition express a cultural bias? o In what ways does it presume that some kind of exchange value must be associated with vocational mathematics. Is this too limiting an assumption? What about the kinds of mathematical knowledge which take place outside of work situations, such as in domestic life, the private lives of citizens, etc? To what extent are these the concern of vocational mathematics? o To what extent are alternative ideas of vocational mathematics (such as, for instance, a body of knowledge generated by the activity of technology and specific requirements of work, curriculum, and cultural and institutional practices) able to address emerging concerns about the scope and limitations of traditional views? o etc etc 1.2 CHANGING CONTENT OF VOCATIONAL MATHEMATICS The last decade has seen a world-wide switch to new information and communications technologies. Work and the technologies of work are, in consequence, under pressure for rapid change. To what extent is the content of vocational mathematics (the kinds of mathematical concepts and processes) changing in relation to: o new technologies and tools for producing valuable goods and services? o new kinds of goods and services and new ways of managing them? o new kinds of production techniques? Examples: 1.2.1 How has the uptake of numerical calculators in workplace situations changed the nature of numerical knowledge relevant to vocational mathematics? To what extent, and how has the content of vocational mathematics teaching needed to change? (For instance, it is often claimed that electronic tools and software afford efficient methods for data processing, data management and data analysis; whereas traditional algorithmic techniques for calculation are less useful. How does/can/ought the content of vocational mathematics programs reflect these new methods? What empirical studies can be presented to deepen our understanding? Likewise, what are the vocational mathematics curriculum implications of the widespread use of spreadsheets, data bases, and other software tools in workplaces? etc etc) 1.2.2 Further, it is often claimed that in the new world of work, workers must be multiskilled and highly flexible in their approach to workplace tasks. To what extent, however, is the nature of tasks within the workplace changing, and in what ways have the content demands of vocational mathematics responded? How, in general, has the scope and content of mathematical knowledge relevant to vocational mathematics needs changed in response to digital and other technologies? etc etc 1.3 THE CHANGING NATURE OF VOCATIONAL MATHEMATICS CURRICULUM, LEARNING AND TEACHING Questions which papers in the TSG8 could address might include: o In reviewing modern developments within the economic and social life of communities, how have vocational curriculums responded? o What kinds of learning, teaching, assessment strategies are appropriate for building proficiency and expertise among contemporary vocational mathematics students and practitioners? o To what extent can/should learning contexts be embedded within "authentic" situational contexts? o How can learning in these environments be related to learning that occurs in classrooms, simulations and other quasi-institutional contexts? o What kinds of systems of accreditation or frameworks for vocational mathematics knowledge can be developed in order to meet emerging needs? o How are these frameworks linked to those of other key areas of knowledge required, such as literacy, problem solving skills, and so on? o etc etc 1.4 CHANGING NATURE OF VOCATIONAL MATHEMATICS INSTITUTIONS AND SITES FOR LEARNING AND TEACHING In most countries vocational education and training occurs both formally within educational institutions (eg schools, technical colleges, institutes of vocational education, colleges of advanced education, community colleges, universities, and so on) as well as formally and informally in workplaces. In general these are funded by governments, private enterprises and employers. o What kinds of institutional arrangements represent value for money, in terms of the development of skills in high economic demand? o What kinds of development of expertise in vocational mathematics best facilitates pathways for school leavers to enter the paid workforce? o In what institutional and other contexts (both formal and informal) can such pathways be best generated? o etc etc 2.0 WHO WILL BE INTERESTED IN TSG8? TSG8 will be of interest to all vocational mathematics education practitioners (learners, teachers, industry trainers, researchers, curriculum managers, policy makers, etc), congress participants interested in vocational education and researchers in the field. Contributors are welcome to express views deriving from a wide range of kinds of knowledge occurring among cultures, genders, economic practices, and social and political environments. Alternative values and diverse theoretical paradigms such as psychology, sociology, philosophy, economics, anthropology, cultural studies, post-colonial studies, will be strongly encouraged. 3.0 STRUCTURE FOR TSG8 It is intended that TSG8 will have at least two kinds of paper contributions: o Paper Presentations: a paper and presentation to the group each presentation to be 20 minutes duration including 5 minutes for discussion (these time allocations to be confirmed); and o Paper Contributions: a paper and poster contribution to the group. As the total time available very short (90 minutes x 2), numbers of each kind of presentation will be strictly limited, depending on the range and numbers of expressions of interest received. DEADLINE for Paper Presentations and Paper Contributions will be 31 MARCH, 2000; we hope to have these reviewed and final decisions back to authors very promptly - in month of April. Presentations which cannot be accommodated by the program because of time constraints could be offered as Paper Contributions. Some authors, of course, will prefer to submit a Paper Contribution. Details concerning formats for presentations and guidelines for writing of papers will be available shortly - please contact Clive Kanes, below. 4.0 WEB-BASED DISSEMINATION It is also proposed to deposit papers (bothPaper Presentations and Paper Contributions) in a web data base suitable for pdf downloading in May, 2000. It is hoped by this means to facilitate the development of interest in the program of TSG8, as well as generate a vibrant discussion among participants at the meeting itself. 5.0 COMMERCIAL PUBLICATION OF PROCEEDINGS Finally, it is our intention to arrange for a commercial publisher to publish Paper Presentations and possibly some Paper Contributions in a volume relating to vocational mathematics research and practice. 6.0 FURTHER INFORMATION AND ABSTRACT Details concerning the web site for TSG-8 will also be published early in 2000. Those interested are cordially invited to contact the Chief Organiser, Clive Kanes <C.Kanes@mailbox.gu.edu.au>, for further and ongoing information. In order to best assist the Organising Team, would you please email your o contact details to Clive Kanes as soon as you are able (email preferred!!), and include o an ABSTRACT of your contribution (no more than 50 words), by 28 FEBRUARY, 2000. Best regards to all Clive Kanes (Chief Organiser of TSG 8) and Rudolf Straesser (Assistant Organiser of TSG 8) Dr Clive Kanes Director of the Centre for Learning and Work Research School of Vocational, Technology and Arts Education Faculty of Education Griffith University Q4111 AUSTRALIA Tel: + 61 7 3875 5830 Fax: + 61 7 3875 6868
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