Abstract
In this article, I explore how we might develop general mathematics education curricula that reflect understanding of the nature of activity in relation to mathematics in both schools and workplaces. In doing so, I like many other researchers in the field of workplace mathematics, adopt a sociocultural theoretical perspective. Ideas of expansive learning and developmental transfer appear to offer potential for vocational and possibly well-focused prevocational education. For more general mathematics education, it is the nature of mathematical activity in horizontal and vertical senses that perhaps provide a way forward. Further, I suggest that learning communities need to not only consider the content of the curriculum but also to reconsider the didactical contract in their mathematical activity.
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Wake, G. (2013). Drawing on Understanding of Workplace Practice to Inform Design of General Mathematics Curricula. In: Damlamian, A., Rodrigues, J., Sträßer, R. (eds) Educational Interfaces between Mathematics and Industry. New ICMI Study Series, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-02270-3_31
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