|
Table of Contents:
The Final Framework:
|
|
Framework References
- Bakker, A., Kent, P., Hoyles, C., & Bhinder, C. (2006). “It’s not just magic!” Learning opportunities with spreadsheets for the financial sector. Proceedings of the British Society for Research into Learning Mathematics. Retrieved December 11, 2006 from the World Wide Web: http://www.bsrlm.org.uk/IPs/ip26-1/BSRLM-IP-26-1-4.pdf
- Balacheff, N. (1993). Artificial intelligence and real teaching. In C. Keitel & K. Ruthven (Eds.), Learning from computers: Mathematics education and technology (pp. 131-158). Berlin : Springer Verlag.
- Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, 24 (pp. 101-139). Washington , DC : The American Educational Research Association.
- Bellamy, R. K. E. (1996). Designing educational technology: Computer-mediated change. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 123-146). Cambridge , MA : The MIT Press.
- Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Lanham , MD : Rowman & Littlefield.
- Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht : Kluwer Academic Publishers.
- Bødker, S. (1996). Applying activity theory to video analysis: How to make sense of video data in Human-Computer Interaction. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 147-174). Cambridge , MA : The MIT Press.
- Borba, M. C., & Villarreal, M. E. (with D’Ambrosio, U. & Skovsmose, O.). (2005). Humans-with-media and the reorganization of mathematical thinking: Information and communication technologies, modeling, visualization and experimentation. NY: Springer.
- Boreham, N. (2004). Orienting the work-based curriculum towards work process knowledge: A rationale and a German case study. Studies in Continuing Education, 26(2), 209-227.
- Boud, D. & Prosser, M. (2002) Appraising new technologies for learning: A framework for development. Educational Media International, 39(3-4), 237-245.
- Bowers, C. A. (1988). The cultural dimensions of educational computing: Understanding the non-neutrality of technology. New York : Teachers College Press.
- Bryson, M., & De Castell, S. (1998). Telling tales out of school: Modernist, critical, and postmodern “true stories’ about educational computing. In H. Bromley & M. W. Apple (Eds.), Education/technology/power: Educational computing as a social practice (pp. 65-84). New York : State University of New York Press.
- Burbules, N. C., & Callister, T. A., Jr, (1999). A post-technocratic policy perspective on new information and communication technologies for education. In J. Marshall & M. Peters (Eds.), Education policy (pp. 788-797). Northampton , MA : Edward Elgar.
- Christensen, J. R. (2002). Mathematical expectations of employees Retrieved August 9, 2002 , from the World Wide Web: http://www.stolaf.edu/other/extend/Articulation/christensen.html
- Coben, D. (2006/in press). What is specific about research in adult numeracy and mathematics education? Adults Learning Mathematics — An International Journal, 2(1), *
- Coben, D. (with Colwell, D., Macrae, S., Boaler, J., Brown, M., & Rhodes , V.). (2003). Adult numeracy: Review of research and related literature. London : National Research and Development Centre for Adult Literacy and Numeracy. Available as PDF from http://www.nrdc.org.uk
- Cohen, D. (Ed.) (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Memphis , TN : American Mathematical Association of Two-Year Colleges [AMATYC].
- Colleran, N., O’Donoghue, J., & Murphy, E. (2001). An educational programme for enhancing adults’ quantitative problem solving and decision making. In G. E. FitzSimons, J. O’Donoghue & D. Coben, (Eds.), Adult and Life-long Education in Mathematics (Papers from Working Group for Action 6, 9th International Congress on Mathematical Education, ICME 9 (pp. 169-189). Melbourne : Language Australia in association with Adults Learning Mathematics – A Research Forum (ALM).
- Engelbrecht, J., & Harding, A. (2005a). Teaching undergraduate mathematics on the internet. Part 1: Technologies and taxonomy. Educational Studies in Mathematics, 58(2), 235-252.
- Engelbrecht, J., & Harding, A. (2005b). Teaching undergraduate mathematics on the internet. Part 2: Attributes and possibilities. Educational Studies in Mathematics, 58(2), 253-276.
- Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki : Orienta-Konsultit. Retrieved February 20, 2003 , from the World Wide Web: http://lchc.ucsd.edu/MCA/Paper/Engeström/expanding/toc.htm
- Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247-273.
- Ernest, P. (1998). Why teach mathematics? ¾ The justification problem in mathematics education. In J. H. Jensen, M. Niss, & T. Wedege (Eds.), Justification and enrolment problems in education involving mathematics or physics (pp. 33-55). Roskilde : Roskilde University Press.
- Ernest, P. (2002). Empowerment in mathematics education. Philosophy of Mathematics Education Journal, 15. Retrieved April 15, 2002 , from the World Wide Web: http://www.ex.ac.uk/~PErnest/pome15/empowerment.htm
- Evans, J. (2000). Adults’ mathematical thinking and emotions: A study of numerate practices. London : Routledge Falmer.
- Evans, J. & Wedege, T. (2004). Motivation and resistance to learning mathematics in a lifelong perspective. Paper presented at Topic Study Group 6: Adult and lifelong mathematics education, ICME 10. Retrieved June 6, 2005 , from the World Wide Web http://www.icme10.dk Programme — Topic Study Groups.
- FitzSimons, G. E. (2002). What counts as mathematics? Technologies of power in adult and vocational education. Dordrecht : Kluwer Academic Publishers.
- FitzSimons, G. E. (2004). An overview of adult and lifelong mathematics education. Keynote presentation at Topic Study Group 6, 10 th International Congress on Mathematics Education [ICME-10]. Available from the World Wide Web: http://www.icme10.dk
- FitzSimons, G. E. (2005a). Numeracy and Australian workplaces: Findings and implications. Australian Senior Mathematics Journal, 19(2), 27-40.
- FitzSimons, G. E. (2005b). Technology mediated post-compulsory mathematics: An activity theory approach. International Journal of Mathematical Education for Science and Technology,36(7), 769-777.
- FitzSimons, G. E. (2006a). An activity theory perspective on technology mediated mathematics education for undergraduates. Proceedings of the 3 rdInternational Conference on the Teaching of Mathematics at the undergraduate level [ICTM 3]. İstanbul: Turkish Mathematical Association/John Wiley. [Available on CD-ROM as Paper #220]
- FitzSimons, G. E. (2006b). Divergence and convergence in education and work: The case of mathematics and numeracy. VET & Culture conference 2006: Divergence and convergence in education and work. Retrieved August 9, 2006 from the World Wide Web: http://www.peda.net/veraja/uta/vetculture
- FitzSimons, G. E. (in press). Globalisation, technology, and the adult learner of mathematics. In B. Atweh et al, Internationalisation and globalisation in mathematics and science education. Book chapter accepted for publication Norwell , MA : Springer.
- FitzSimons, G. E. & Mlcek, S. (2004). Doing, thinking, teaching, and learning numeracy on the job: an activity approach to research into chemical spraying and handling. In J. Searle, C. McKavanagh, & D. Roebuck (Eds.), Doing thinking activity learning: Proceedings of the12th Annual International Conference on Post-Compulsory Education and Training (Vol. 1) (pp. 149-156). Brisbane : Australian Academic Press. see also: http://www.ncver.edu.au/publications/1609.html
- Gal, I. , Tout, D., van Groenestijn, M., Schmitt, M. J., & Manly, M. (2001). Numeracy [working draft]. Retrieved 14 January, 2004 , from the World Wide Web: http://www.ets.org/Media/Tests/ETS_Literacy/ALLS_NUMERACY.pdf
- Grace, A. P., & Gouthro, P. A. (2000). Using models of feminist pedagogies to think about issues and directions in graduate education for women students. Studies in Continuing Education, 22(1), 5-28.
- Griffiths, T., & Guile, D. (2003). A connective model of learning: The implications for work process knowledge. European Educational Research Journal, 2(1), 56-73.
- Groenestijn, M. van (2002). A gateway to numeracy. A study of numeracy in adult basic education. Utrecht : Utrecht CD b Press.
- Hasu, M. & Engeström, Y. (2000). Measurement in action: An activity-theoretical perspective on producer-user interaction. International Journal of Human Computer Studies, 53, 61-89. (Special issue on “Understanding Work and Designing Artifacts”).
- Herrington, A., Herrington, J., Oliver, R., Stoney, S., & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the crossroads. Proceedings of the 18th annual conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 263-270). Melbourne : Biomedical Multimedia Unit, The University of Melbourne .
- Hoyles, C., Wolf, A., Molyneux-Hodson, S., & Kent, P. (2002). Mathematical skills in the workplace. Final report to the Science, Technology and Mathematics Council. Foreword and executive summary. London : Institute of Education, University of London : Science, Technology and Mathematics Council. Retrieved April 5, 2006 , from the World Wide Web: http://www.ioe.ac.uk/tlrp/technomaths/skills2002
- Jacobs, K. L. (2005). Investigation of interactive online visual tools for the learning of mathematics. International Journal of Mathematical Education in Science and Technology, 36(7), 761-768.
- Jonassen, D. H., Tessmer, M., & Hannum, W. H. with Rohrer-Murphy, L. (1999). Activity theory. In D. H. Jonassen, M. Tessmer, & W. H. Hannum, Task analysis methods for instructional design (pp. 159-172). Mahwah , NJ : Lawrence Erlbaum.
- Kanes, C. (2003a). Developing numeracy. In J. Stevenson (Ed.), Developing vocational expertise: Principles and issues in vocational education (pp. 81-109). Sydney : Allen & Unwin.
- Kanes, C. (2003b). Strategies for developing flexible learning. In J. Stevenson (Ed.), Developing vocational expertise: Principles and issues in vocational education (pp. 203-225). Sydney : Allen & Unwin.
- Kaptelinin, V. (1996a). Activity theory: Implications for human-computer interaction. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 103-115). Cambridge , MA : The MIT Press.
- Kaptelinin, V. (1996b). Computer-mediated activity: Functional organs in social and developmental contexts. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 45-68). Cambridge , MA : The MIT Press.
- Kent , P., Hoyles, C., Noss, R., & Guile, D. (2004). Techno-mathematical literacies in workplace activity. Paper presented at International Seminar on Learning and Technology at Work, Institute of Education , London , March, 2004. Retrieved November 24, 2004 , from the World Wide Web: http://www.ioe.ac.uk/tlrp/technomaths
- Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 17-44). Cambridge , MA : The MIT Press.
- Lagrange, J.-B., Artigue, M., Laborde, C., & Trouche, L. (2001). A meta study on IC technologies in education. Towards a multidimensional framework to tackle their integration into the teaching of mathematics. Available at http://www.maths.univ-rennes1.fr/~lagrange/cncre.rapport.htm Accessed August, 2001.
- Lindenskov, L. & Wedege, T. (2001). Numeracy as an analytical tool in mathematics education and research. Roskilde : Roskilde University , Centre for Research in Learning Mathematics.
- Lloyd, P. & Mikulecky, L. (1998). Numeracy in the workplace. A comparison of skill demands and skill levels. Available from ERIC online database, ED 431 107.
- Marshall, L., Northcote, M., & Lenoy, M. (2001). Design influences in the creation of an online mathematics unit for indigenous adults. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the crossroads. Proceedings of the 18 th annual conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 113-116). Melbourne : Biomedical Multimedia Unit, The University of Melbourne .
- Matsushita, K. (1999). From monologic to dialogic learning: A case study of Japanese mathematics classrooms. In M. Hedegaard (Ed.), Learning in classrooms: A cultural-historical approach (pp. 211-225). Aarhus : Aarhus University Press.
- Mayer, E. (Chair). (1992). Report of the Committee to advise the Australian Education Council and Ministers of Vocational Education, Employment and Training on employment-related Key Competencies for post-compulsory education and training. Melbourne : Australian Education Council and Ministers of Vocational Education, Employment and Training.
- McLoughlin, C. (2001). Crossing boundaries: Curriculum and teaching implications of culturally inclusive online teaching. Paper presented at Australian Association for Research in Education conference, Fremantle , WA , 3-6 December. Retrieved September 5, 2002 , from the World Wide Web: http://www.aare.edu.au/01pap/mcl01720.htm
- National Board of Employment, Education and Training/Employment and Skills Council (1996). Education and technology convergence: A survey of technological infrastructure in education and the professional development and support of educators and trainers in information and communications technologies. Commissioned Report No. 43. Canberra : Australian Government Publishing Service.
- Nordkvelle, Y. (2004). Technology and didactics: Historical mediations of a relation. Journal of Curriculum Studies, 36(4), 427-444.
- OECD (2003). The PISA 2003 Assessment Framework Mathematics, Reading , Science and Problem Solving Knowledge and Skills . Retrieved October 17, 2006 , from: http://www.pisa.oecd.org/
- Olivero, F., John, P., & Sutherland, R. (2004). Seeing is believing: Using videopapers to transform teachers’ professional knowledge and practice. Cambridge Journal of Education, 34 (2), 179-191.
- Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge , MA : Cambridge University Press.
- Roth, W.-M. & Lee, Y. J. (2004). Interpreting unfamiliar graphs: A generative activity theoretic model. Educational Studies in Mathematics, 57(2), 265-290.
- Selinger, M. (2004). Cultural and pedagogical implications of a global e-learning programme. Cambridge Journal of Education, 34 (2), 223-239.
- Sims, R., Dobbs, G., & Hand, T. (2001). Proactive evaluation: New perspectives for ensuring quality in online applications. In G. Kennedy, M. Keppell, C. McNaught, & T. Petrovic (Eds.), Meeting at the crossroads. Proceedings of the 18 th annual conference of the Australian Society for Computers in Learning in Tertiary Education (pp. 509-517). Melbourne : Biomedical Multimedia Unit, The University of Melbourne .
- Skovsmose. O. (2000). Aporism and critical mathematics education. For the Learning of Mathematics, 20(1), 2-8.
- Slavit, D., & Yeidel, J. (1999). Using web-based materials in large-scale precalculus instruction. International Journal of Computers for Mathematical Learning, 4(1), 27-50.
- Smith, J. P., III. (1999). Preparing students for modern work: Lessons from automobile manufacturing. The Mathematics Teacher, 92(3), 254-258.
- Steen, L. A. (2001). Mathematics and numeracy: two literacies, one language. Singapore : The Mathematic Teacher. [Retrieved January 6, 2004 , from the World Wide Web: http://www.stolaf.edu/people/steen/Papers/twolits.html]
- Stevenson, J. (2003). Vocational teaching and learning in context. In J. Stevenson (Ed.), Developing vocational expertise: Principles and issues in vocational education (pp. 26-47). Sydney : Allen & Unwin.
- Stevenson, J. (2004). Developing technological knowledge.International Journal of Technology and Design Education, 14(1), 5-19.
- Taylor, J. A. (2001). Affective research and the mathematics curriculum for distance and online education. In M. J. Schmitt & K. Safford-Ramus (Eds.), A conversation between researchers and practitioners. Proceedings of the Seventh International Conference of Adults Learning Mathematics — A Research Forum (pp. 50-53). Cambridge , MA : NCSALL, Harvard University , in association with ALM.
- Ten Dam, G., Volman, M., & Wardekker, W. (2004). Making sense through participation: Social differences in learning and identity development. In J. van der Linden & P. Renshaw (Eds.), Dialogic learning: Shifting perspectives to learning, instruction, and teaching (pp. 63-84). Dordrecht : Kluwer Academic Publishers.
- Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: Guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematics Learning, 9(3), 281-307.
- United Nations Educational, Scientific and Cultural Organization (UNESCO) & International Labour Organisation (ILO) (2002). Technical and vocational education and training for the twenty-first century: UNESCO and ILO recommendations. Paris : Author. [Available on PDF]
- Usher, R. (2002). Putting space back on the map: Globalisation, place and identity. Educational Philosophy and Theory, 34(1), 41-55.
- Van Huizen, P., Van Oers, B., & Wubbels, T (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267-290.
- Wake, G., & Williams, J. (2001). Using college mathematics in understanding workplace practice: Summative report of research project funded by the Leverhulme Trust. Manchester : The University of Manchester . Available as PDF from http://www.education.man.ac.uk/lta/
- Wedege, T., & Evans, J. (2006). Adults’ resistance to learning in school versus adults’ competences in work: The case of mathematics. Adults Learning Mathematics — An International Journal, 1(2), 28-43.
- Weller, M. (2004). Learning objects and the e-learning cost dilemma. Open Learning, 19(3), 293-302.
- Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 51-85). New York : Cambridge University Press.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge , UK : Cambridge University Press.
- Yasukawa, K., Johnston, B., & Yates, W. (1995). Numeracy as a critical constructivist awareness of Maths ¾ Case studies from Engineering and Adult Basic Education. In R. P. Hunting, G. E. FitzSimons, P. C. Clarkson, & A. J. Bishop (Eds.), Regional collaboration in mathematics education 1995 (pp. 815-825). Melbourne : Monash University .
|
|