Abstract
We report the findings of a three-year investigation aimed at characterizing and developing the “Techno-mathematical Literacies ” (TmL) needed for effective practice in modern, technology-rich workplaces. We characterize TmL as required mathematical knowledge that is shaped in terms of how it is expressed by the systems that govern workplace practices. Put simply, we wanted to know just what kinds of mathematical knowledge modern workplaces require, and to address this knowledge gap through co-designing with employers and employees, modeling activities that made visible and manipulable, the underlying mathematics of the artifacts that characterized the workplaces. We focused on four sectors: Financial Services, Pharmaceuticals Manufacturing, Packaging and Automotive Manufacturing.
Note
All the work reported here was carried out in close collaboration with our colleagues, Dr. Arthur Bakker and Dr. Phillip Kent.
Since the submission of this chapter, much of the material reported has been drawn together in an elaborated and comprehensive form: see Hoyles et al. (in press). For a succinct overview of the project’s findings, see Hoyles et al. (2007).
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Acknowledgment
Funding of the TmL research project October 2003–June 2007 by the United Kingdom ESRC Teaching and Learning Research Programme [www.tlrp.org] is gratefully acknowledged (Award Number L139-25-0119).
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Noss, R., Hoyles, C. (2013). Modeling to Address Techno-Mathematical Literacies in Work. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6271-8_6
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