Abstract
On a building site, the operations carried out by the workman are the most visible part of his work. These actions, which have a professional purpose, are the outcome of a body of knowledge which is less visible to a building site observer (because it is unformulated and is often incapable of being expressed). This knowledge forms part of the device which makes it possible for the actions observed to take place. We describe a methodology which allows mathematical objects present in professional pratices to be made visible. An analysis a priori of possible techniques for creating the formwork of a wall on a sloping slab fed into an investigation on a construction site course which attests to the presence of mathematical knowledge within the structure of vocational training. The problem of assuming responsibility for this knowledge within vocational education forms part of the discussion of this paper.
Certain sections of this article are based on the article by Bessot & Eberhard (1995) and link up with the article by Eberhard which appears in section 1 of this publication.
This article is based on research carried out by the following team: Bessot, Déprez & Eberhard.
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© 2000 Kluwer Academic Publishers
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Bessot, A. (2000). Visibility of Mathematical Objects Present in Professional Practice. In: Bessot, A., Ridgway, J. (eds) Education for Mathematics in the Workplace. Mathematics Education Library, vol 24. Springer, Dordrecht. https://doi.org/10.1007/0-306-47226-0_20
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DOI: https://doi.org/10.1007/0-306-47226-0_20
Publisher Name: Springer, Dordrecht
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