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Table of Contents:

The Final Framework:

  

Numeracy: Workplace Content and Process [Further examples]

  1. Does the program content address:
    1. using the real number system for practical purposes,
      1. together with sensible use of calculators (4-process & scientific) in the estimation of reasonable answers?
      2. together with the rounding-off of calculator-generated answers appropriate to the purpose at hand and congruent with the level of accuracy of input data?
    2. calculating with parts of the metric system within the parameters of practical measurement of chemicals, distances, areas, speed, etc. [generally ranging from milligram to kilogram, and millilitre to litre, millimetre to metre, square metre to hectare]?
    3. actually measuring out calculated amounts within margins of error appropriate to the task at hand?
    4. reading and interpreting non-standard [i.e., non-Cartesian] graphs, tables, charts, and other ready-reckoners?
    5. accurately completing record sheets and templates for calculations ?

 

  1. Does the program acknowledge that:
    1. mathematical work in manufacturing is tool rich? [Workers who are thinking mathematically use manual and digital tools to measure, compute, represent, or program.]
    2. numbers and computations come from measuring physical quantities that really matter in production?
    3. workers need to know the conceptual qualities of averages, especially when dealing with problematic data?
    4. assembly work does not require ‘more mathematics’ but mathematics that is used and interpreted in context?
    5. some high-volume sites directly involve production workers in improving productivity and quality? [When the level of workers’ responsibility increases, so does the range and sophistication of the mathematics required. Similarly for workplaces that produce small numbers of precision parts and tools for high volume assemblers — machining. Almost no room for error exists in setup.]
    6. skills of measurement and of Statistical Process Control are needed? [i.e., the ability to critically interpret tables, charts, graphs and formulas intended to describe, explain, or predict patterns or regularities associated with complex and dynamically changing systems? The kinds of quantities referred to go far beyond simple counts and measures.]
    7. solving problems is of the essence. [These involve the gathering of information from several sources, often requiring the use of technology (i.e., computer or calculator), and with a good deal of speed and accuracy in actual situations where customers (external, internal, upstream, downstream) are actually waiting for answers to questions.]

 

  1. Does the activity:
    1. emphasise the development of relatively ‘low level’ mathematics used in quite complex situations and contexts?
    2. encourage experiences of a diversity of conventions and methods (i.e., non-standard’ uses of mathematics)?
    3. present the mathematics as embodied in context, and use artefacts with which learners have become familiar?
    4. require learners to transform their existing mathematical knowledge to make sense of activities in unfamiliar workplace situations?
    5. provide experience of actually designing spreadsheet programmes in the workplace for modelling and for the recording, processing and analysis of data?
    6. encourage learners to be aware that there are many and varied ways to solve any problem?

 

  1. Do calculations to be used in the context of outdoor activity (e.g., chemical spraying) involve:
    1. understanding, critically, that numerical tasks are rarely, if ever, carried out in isolation from doing an environmental scan?
    2. understanding related impacts of numerical calculations on workplace practice (e.g., speed and weight of vehicles, permissible weight to be carried by workers), having Occupational Health & Safety implications?
    3. organising and prioritising tasks according to individual worksites (e.g., some may emphasise area of spraying and others may emphasise quantity of spray)?
    4. identifying critical factors (e.g., pest identification, weather conditions) that could have impact on the numerical calculations of chemicals used?
    5. practising calibration calculations specific to each workplace task and situation, particularly some of the ‘tried and true’ (commonsense) methods found in some workplaces?