Abstract
This article offers a theoretical approach to a problem which is normally solved pragmatically without ever being raised at all: it attempts to define what mathematical techniques are necessary for tasks in which it is not evident that mathematics are being used. The concept of a tool introduced by Vygotsky helps to show how mathematical knowledge is inscribed within an artefact, so as to become invisible to its users. A study of the maths which are at work in occupational practice may thus be helpful in building up an understanding of the necessary relationship between the teaching of mathematics and the requirements of vocational training which, it is supposed, are fulfilled by that teaching. With the anthropological approach developed in maths teaching (mainly in France: Chevallard, 1991), it has been possible to test out a theoretical framework which is known for its application to vocational teaching problems. Thus, we emphasise the fact that a tool is socially determined and that this, in its turn, determines the way people think about problem-solving.
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Mercier, A. (2000). Identification of some Mathematical needs Linked to the Use of Mathematics at work. 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_18
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DOI: https://doi.org/10.1007/0-306-47226-0_18
Publisher Name: Springer, Dordrecht
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