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Weston, Caron Olivene (2014)
Languages: English
Types: Unknown
Subjects:
This research examines the preparation made to enable mathematics teachers to appropriately prepare school leavers entering directly into the workforce upon graduation to handle the different branches of mathematics. The methodology was that of the interpretive qualitative paradigm. The method was that of the multi method case study and the tools included: constructed conversation; interviews; telephone calls; email; focus group; photography; video recording; participatory observation; observation and documentation. The theoretical framework was informed by components of the Engeström (2001) second generation model.\ud \ud The study found that while there was hardly any preparation made in the system to accommodate mathematics teachers in the appropriate preparation of students to cope with rapid changes in technology and mathematical skills in the workplace, because of on-the-job training, the newly employed were able to handle the mathematics at their workplaces. Additionally, the technological tools in use at workplaces allowed employees to handle the mathematics in work: complicated algorithms associated with mathematical operations were hidden in these technological tools. Employees were then only required to perform an operation of a push or a pull of a button (switch) to turn on or to turn off the device. Equally, mathematical knowledge at the workplace was an activity; thus there was no need for the pedagogical format required for school mathematics classes. This research is significant since this is the first of its kind in the Caribbean using components of the Engeström (2001) second generation model as its theoretical framework and for examination of the mathematics informing workplaces in Antigua and Barbuda. It has also served to bridge a gap between school teachers and employers on communication of the different branches of mathematics required in the workplaces of Antigua and Barbuda. Simultaneously it represents a new block in the wall of literature from scholars in the field of workplace mathematics since the Caribbean’s space was empty.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Table 2.1: Content of disciplines for the acquisition of the Seventh Standard Certificate
    • (early 1900 to approximately late 1950) (Michael) .................................................. 37
    • Table 4.1: Discursive manifestations and their typical linguistic cues ......................... 72
    • Table 5.1: Access to my research sites .................................................................. 96
    • Table 5.2: Continuation of data
    • focusing on access to my research sites ................. 97
    • Table 6.1: First two days of data collection: venue - Ministry of Education................ 126
    • Table 6.2: Time table of the second week for data collection .................................. 126
    • Table 6.3: Time table governing activities of the third week ................................... 128
    • Table 6.4: Itinerary governing data collection in May 2009 ..................................... 129
    • Table 6.5: Itinerary of data collection for June and for July 2009 ............................. 130
    • Table 6.6: Manifestations of Contradictions for category of Dilemma........................ 147
    • Table 6.7:
    • Manifestations of contradiction in Teacher's activity system- Conflict ....... 148
    • Table 6.8: Manifestation of Contradictions: Critical Conflict..................................... 149
    • Table 6.9: Identification of Manifestation of Contradiction: Double Bind ................... 151
    • Table 6.10 Identification of Manifestation of Contradiction: Double Bind ................... 152
    • Table 7.1: Structure of the Economy 1983, 1993, 2002, 2003 ................................ 155
    • Table 7.2: Entrance requirement to vocational and tertiary institute ........................ 157
    • TABLE 7.3: OECS: Towards a New Agenda for Growth 7 April 2005 ......................... 158
    • Table 7.4: Profile of School Passes in Mathematics 2000 -2012 ............................... 159
    • Table 7.5: Official Interpretations to be Applied to the Profiles Indicated in............... 160
    • Table 7.6: Priority Skills Demanded by Employers, USAID, 2011 ............................. 161
    • Table 7.7: Findings from the Osmosis Plant's Worksite ........................................... 173
    • Table 7.8: Findings from the Garage's Data .......................................................... 177
    • Table 7.9: Findings from the Laundry Department ................................................. 179
    • Table 7.10: Findings from the Construction Site .................................................... 180
    • Table 7.11: Categories of Mathematics Associated with Precision in Using Mathematics
    • Table 7.12: Showing Location of Three-Dimension Mathematics in Secondary School's
    • Curriculum ....................................................................................................... 194
    • Table 7.13: Showing Location of Three-Dimension Mathematics in Secondary School's
    • Curriculum ....................................................................................................... 195
    • Table 7.14: Modules Forming Content of Teacher Training Programme in Antigua and
    • Barbuda, 2009, for New Employees ..................................................................... 209
    • Table 7.15: Other Modules Forming Content of Teacher Training Programme in Antigua
    • and Barbuda, 2009, for New Employees ............................................................... 210
    • Table 8.1: Certificates Awarded to School Leavers as Matriculation for Jobs in the
    • Workplace ........................................................................................................ 216
    • Table 8.2: Nature of the Content of Mathematics Lessons in Schools and Labour Market
    • Needs of Employees in Antigua and Barbuda ........................................................ 229
    • Table 8.3: Mathematical Needs of Workers at Various Worksites in Antigua and Barbuda
    • Table 8.4: Mathematics Associated with the Work of Some Hotel Workers ................ 231
    • Table 8.5: Mathematics Required by Employees for the Job Market ......................... 232
    • Table 8.6: Revision Years for CSEC Mathematics Syllabus ...................................... 233
    • Table 8.7: Distribution of marks among core areas of the syllabus .......................... 236
    • Table 8.11: Categorizing the Topics of the Caribbean Examination Council's Mathematics
    • Syllabus (2010) ................................................................................................ 240
    • Table 8.12 Showing the National Pass Rate of Students in the Caribbean Mathematics
    • Examination in Antigua and Barbuda ................................................................... 243
    • Table 8.13: Yearly Percentage Passes of Six Schools in Antigua and Barbuda............ 244
    • Table 8.14: Academic Qualifications of Mathematics Teachers from 12 Government
    • Secondary Schools in 2012................................................................................. 245
    • Table 8.15: Benefits [that should be] Accruing to Students from Secondary Schools'
    • Mathematics Programme using CSEC Mathematics Syllabus ................................... 247
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