Construing Mathematics-Containing Activities in Adults’ Workplace Competences - Analysis of Institutional and Multimodal Aspects

Oct 15, 2026

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This paper proposes and discusses an analytical framework for examining adults’ work competences when construing mathematics-containing “themes” in workplace settings. Video data and transcribed interviews from lorry-loaders and a nurses’ aide support a multimodal approach that incorporates communicative resources (body, speech, tools, symbols) and institutional norms. The framework coordinates multimodal social-semiotic analysis with a learning design sequence model to make institutional framing explicit. A tentative measuring theme is examined, highlighting precision through function and time and the efficiency roles of workplace measuring resources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Research on and approaches to workplace mathematics

Mathematics in the workplace

Mathematics as activity: The example of measuring

Björklund Boistrup, L., & Gustafsson, L. (2014) . Construing mathematics-containing activities in adults’workplace competences: Analysis of institutional and multimodal aspects. Adults Learning Mathematics: An International Journal, 9(1), 7-23 Construing Mathematics-Containing Activities in Adults’Workplace Competences: Analysis of Institutional and Multimodal Aspects Lisa Björklund Boistrup Stockholm University <[lisa.bjorklund@mnd.su.se](lisa.bjorklund@mnd.su.se)> Lars Gustafsson Malmö University <[lars.gustaf@telia.com](lars.gustaf@telia.com)> Abstract In this paper we propose and discuss a framework for analysing adults’work competences while construing mathematics-containing “themes” in two workplace settings: road haulage and nursing. The data consist of videos and transcribed interviews from the work of two lorryloaders, and a nurses’aide at an orthopaedic department. In the analysis we adopt a multimodal approach where all forms of communicative resources (e.g., body, speech, tools, symbols) are taken into account. We also incorporate the institutional norms of workplace activities into the analysis. We coordinate a multimodal social-semiotic perspective with a learning design sequence model (Selander, 2008) which makes explicit the institutional framing. Adopting this framework enables us to understand learning as communication within a domain, with an emphasis on content matters, interpersonal aspects, and roles of communicative resources and artefacts. We describe a tentative theme (Measuring: precision through function and time), and illuminate how workplace specific resources for measuring provide efficiency and function. Keywords: workplace, mathematics, competence, multimodality, learning, institutional norms, interpersonal Introduction An overarching aim of the project to which this paper is connected is to analyse and understand adults’mathematics-containing work competences (Wedege, 2013) . In doing this we want to investigate how we can learn from the workplace without taking assumptions of school mathematics for granted. In subsequent investigations and papers we will relate these findings to vocational education and general schooling. In this paper we propose and discuss an analytical framework for analysing mathematics-containing activities in adults’ work Volume 9(1)– April 2014 7 competences where different functions of multimodal communication and institutional aspects are addressed. Two situations from our data, both video collected, will serve as a starting point for the article. We briefly describe them then address them later in the article. In one situation, we followed two lorry-loaders when they loaded a trailer. As will be shown later on, one essential resource in this task was the loading pallets on which most of the goods were positioned. We will describe how we can identify measuring in the work performed by these lorry-loaders and how our analytical framework helps us to broaden our understanding of the mathematics-containing activity. In another situation we visited a nurses’ aide at an orthopaedic department. Her main responsibility was to put plaster cast on injured limbs. Measuring was also identified here and was elaborated using the framework. Research on and approaches to workplace mathematics In the literature concerning workplace mathematics we have distinguished a number of themes that are particularly relevant to us. They are described here and we pay extra attention to research in relation to measuring. In addition, different possible approaches for research in this field are described. Mathematics in the workplace Research on mathematical practices in the workplace has been carried out since at least the beginning of the 1980s: For example, the Cockcroft report (1982) which initiated several other studies. Research on workplace mathematics has been described as a field which has passed through different phases (Bessot & Ridgway, 2000; FitzS

FAQs

What data sources are used in the paper’s analysis?

The analysis uses videos and transcribed interviews from two workplace settings: road haulage and nursing-related orthopaedic work.

How does the paper define the role of multimodality?

It treats communicative resources broadly—body, speech, tools, and symbols—so that meaning and mathematical themes are analyzed across multiple semiotic modes.

What institutional perspective is integrated into the framework?

The framework incorporates institutional norms and uses a learning design sequence model to clarify how institutional framing shapes learning as communication within a domain.

Oct 15, 2026

Uploaded by Rizky