• Robert von Hering
  • Anja Rietenberg
  • Aiso Heinze
  • Anke Lindmeier
Mathematical competencies play a crucial role in the successful transition from general to vocational education. Little research has been done on the statistical connections, of how mathematical competencies acquired at school have an impact on the transition to vocational training. Research is made more difficult by the fact that fundamentally different and not directly connectable concepts of competence are used on both sides. While requirements in mathematics in general education school address general mathematical competencies and these are more oriented towards knowledge development, vocational competencies are required to cope with real vocational requirements and are therefore to be understood as more action-oriented. In research, the construct of vocation-related mathematical competencies has been proposed as a mediating factor between the different competence constructs in school and at work, which can be used as a starting point for scientific studies in the transition phase. Based on this, we investigate in the present empirical study to what extent such vocation-related mathematical competencies can be distinguished from general mathematical competencies. Due to the content-related proximity to the subject mathematics, we have chosen the vocational field of industrial clerks as an example. For a stimulated recall interview study, pairs of problems were developed that reflect the different degrees of vocational requirements in the case of parallel mathematical content. The evaluation of interviews with 18 trainees shows that the mathematical problems with a vocation-related or a general education context actually cause different cognitive processes. The results can be interpreted as qualitative differences between general mathematical and vocation-related mathematical competencies. Possible implications for research and school are discussed.
Translated title of the contributionDo trainees use their knowledge from school when dealing with vocation-related mathematical problems? A qualitative study with trainees as industrial clerks
Original languageGerman
JournalJournal für Mathematik-Didaktik
Volume42
Issue number2
Pages (from-to)459-490
Number of pages32
ISSN1869-2699
DOIs
Publication statusPublished - 10.2021

    Research areas

  • Domain-specific learning in kindergarten and school - Vocational preparation, Transition from school to work, Vocational competencies, Mathematical competencies, Industrial clerk trainees

ID: 1558005