Is the mathematics classroom a suitable learning space for making workplace mathematics visible? - An analysis of a subject integrated team-teaching approach applied in different learning spaces

This article presents an analysis of a team-teaching approach, applied in two learning spaces: a regular mathematics classroom; and a hairdressing salon at an upper secondary vocational education and training (VET) school. A mathematics teacher and a VET teacher jointly developed, planned and carrie...

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Bibliographic Details
Published in:Journal of vocational education & training Vol. 74; no. 2; pp. 333 - 351
Main Authors: Frejd, P., Muhrman, K.
Format: Journal Article
Language:English
Published: Abingdon Routledge 03.04.2022
Taylor & Francis Ltd
Subjects:
Active Learning
Activity theory
Career and Technical Education
Classroom communication
Classrooms
Cognitive style
Confidence
Cosmetology
Division of labor
Education work relationship
Educational activities
Educational Environment
Foreign Countries
Interdisciplinary Approach
Job training
Learning
Learning Activities
Learning environment
Learning Experience
learning space
Mathematics
Mathematics Education
Mathematics Teachers
Secondary Education
Self concept
Skill Development
Students
subject integration
Teachers
Teaching
Teaching methods
Team Teaching
Teams
Vocational Education
workplace mathematics
Workplaces
Sweden
subject integration
team-teaching
Activity theory
learning space
vocational education
workplace mathematics
ISSN:1363-6820, 1747-5090, 1747-5090
Online Access:Get full text
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Summary:This article presents an analysis of a team-teaching approach, applied in two learning spaces: a regular mathematics classroom; and a hairdressing salon at an upper secondary vocational education and training (VET) school. A mathematics teacher and a VET teacher jointly developed, planned and carried out the teaching activities in these two learning spaces. The overall goal was to prepare their 15 students for professional life. Observations made from the two lessons were analysed with the aim of identifying the extent to which the outcome of the team-teaching approach is dependent on the choice of the learning space. Drawing on Engeström's activity theory and research literature on learning spaces, our results indicate that tools, norms, division of labour and community differ significantly within the two learning spaces. The environment of the salon appeared to be more effective in promoting discussion, and encouraging self-confidence and identity-making, in comparison with the mathematics classroom, and there was a more visible interaction between mathematics and vocational subjects. This raises questions about the optimal design of the applied team-teaching approach and about whether the mathematics classroom can be considered a suitable learning space for facilitating students' learning of workplace mathematics.
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ISSN:1363-6820
1747-5090
1747-5090
DOI:10.1080/13636820.2020.1760337