Mathematik und Berufsbildung

Bakker, A., & Akkerman, S. F. (2014). A boundary-crossing approach to support students’ integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223–237.
Bardy, P. (1985). Mathematische Anforderungen in Ausbildungsberufen. In P. Bardy, W. Blum, & H.-G. Braun (Eds.), Mathematik in der Berufsschule. Analysen und Vorschläge zum Fachrechenunterricht (pp. 37–48). Essen: Girardet.
Bessot, A., & Ridgway, J. (2000). Education for Mathematics in the Workplace. Dodrecht: Kluwer.
Black, S., & Yasukawa, K. (2011). Beyond deficit approaches to teaching and learning: Literacy and numeracy in VET courses. Presented at the 14th Annual Australian Vocational Education and Training Research Association (AVETRA) Conference.
Clayton, M. (1999). Industrial Applied Mathematics Is Changing As Technology Advances: What Skills Does Mathematics Education Need to Provide? In C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the Mathematics Curriculum (pp. 22–28). London: Falmer Press.
Consani, C., & Nodari, C. (2006). Mathematikaufgaben verstehen. Trainingsprogramm. Bern: h.e.p. verlag.
Dalby, D., & Noyes, A. (2016). Locating mathematics within post-16 vocational education in England. Journal of Vocational Education & Training, 68(1), 70–86. https://doi.org/10.1080/13636820.2015.1110828
Dennerlein, J., Manthey, H. B., & Pörksen, S. H. (1985). Überlegungen zu einer Neuorientierung des mathematischen Unterrichts in der Teilzeit-Berufsschule im Berufsfeld Wirtschaft und Verwaltung. In P. Bardy, W. Blum, & H.-G. Braun (Eds.), Mathematik in der Berufsschule. Analysen und Vorschläge zum Fachrechenuntericht (pp. 72–91). Essen: Girardet.
Eberhard, M. (2000). Forms of Mathematical Knowledge Relating to Measurement in Vocational Training for the Building Industry. In A. Bessot & J. Ridgway (Eds.), Education for Mathematics in the Workplace (pp. 37–51). Dodrecht: Kluwer.
Forman, S. L., & Steen, L. A. (1995). Mathematics for Work and Life. In I. M. Carl (Ed.), Prospects for School Mathematics: Seventy-Five Years of Progress (pp. 219–241). Reston, VA: National Council of Teachers of Mathematics.
Hall, R. (1999). Following Mathematical Practices in Design-oriented Work. In C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the Mathematics Curriculum (pp. 29–47). London: Falmer Press.
Heymann, H. W. (1996). Allgemeinbildung und Mathematik (Vol. 13). Weinheim: Beltz.
Hoyles, C., Noss, R., & Pozzi, S. (1999). Mathematizing in Practice. In C. Hoyles, C. Morgan, & G. Woodhouse (Eds.), Rethinking the Mathematics Curriculum (pp. 48–62). London: Falmer Press.
Jatho, V. (1998). Mathematik in der Teilzeit-Berufsschule des Berufsfeldes Metall aus unterrichtspraktischer Sicht. In W. Blum, K. Fingerle, & G. Gerdsmeier (Eds.), Mathematiklehren in der Berufsschule. Fachunterricht und Lehrerbildung (Vol. 24, pp. 93–111). Kassel: Gesamthochschul-Bibliothek.
Kaiser, H. (2013). Alltagsmathematik im Beruf. Insight Berufsbildung. Retrieved from http://berufsbildung.educa.ch/de/alltagsmathematik-beruf-0
Kaiser, H., Schelldorfer, R., & Winter, K. (2014). Mathematik fürs Leben – Von der Schule zum Beruf. Praxis Der Mathematik in Der Schule, 57, 2–9.
Marks, R., Hodgen, J., Coben, D., & Bretscher, N. (2016). Nursing Students’ Experiences of Learning Numeracy for Professional Practice. Adults Learning Mathematics: An International Journal, 11(1), 43–58.
Martin, L., LaCroix, L., & Fownes, L. (2005). Folding Back and the Growth of Mathematical Understanding in Workplace Training. ALM International Journal, 1(1), 19–35. Retrieved from http://hopper.unco.edu/faculty/personal/hauk/med678/Martin2005ALM.pdf
Meissner, H. (2011). Teaching Arithmetic for the Needs of the Society. Presented at the Creme 7.
Nickolaus, R., Maier, A., Nitzschke, A., Schnitzle, A., Velten, S., & Dietzen, A. (2015). Zur Relevanz mathematischer Kompetenzen für die Entwicklung berufsfachlicher Kompetenzen bei Auszubildenden der Mechatronik und Fachinformatik. Unterrichtswissenschaft, 43(3), 263–281.
Noss, R., Hoyles, C., & Pozzi, S. (2000). Working knowledge: mathematics in use. In A. Bessot & J. Ridgway (Eds.), Education for Mathematics in the Workplace (pp. 17–36). Dodrecht: Kluwer.
Roth, W.-M. (2014). Rules of bending, bending the rules: the geometry of electrical conduit bending in college and workplace. Educational Studies in Mathematics, 86(2), 177–192. Retrieved from http://link.springer.com/article/10.1007/s10649-011-9376-4
Scribner, S. (1984). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9–40). Cambridge, MA: Harvard University Press.
Smith, J. P. (1999). Tracking the Mathematics of Automobile Production: Are Schools Failing to Prepare Students for Work? American Educational Research Journal, 36(4), 835–878.
Steen, L. A. (2001). Mathematics and Numeracy: Two Literacies, One Language. The Mathematics Educator, (Journal of the Singapore Association of Mathematics Educators, 6(1), 10–16.
van der Kooij, H. (2001, Mai). Mathematics and Key Skills for the Workplace. ALM Newsletter. Retrieved from http://www.alm-online.org/Newsletters/News13.pdf
Wake, G. (2014). Making sense of and with mathematics: the interface between academic mathematics and mathematics in practice. Educational Studies in Mathematics, 1–20. https://doi.org/10.1007/s10649-014-9540-8
Weeks, K. W. (2007). No more ‘chalk and talk’: teaching drug calculation skills for the real world. Saferhealthcare.
Zumkehr, D., & Kaiser, H. (2014). Fachrechnen in der Ausbildung zum Agrarpraktiker. Praxis Der Mathematik in Der Schule, 57, 31–35.