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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.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/construing-mathematics-containing-activities-in-adults-workplace-competences-analysis-of-institutional-and-multimodal-aspects/588605/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/construing-mathematics-containing-activities-in-adults-workplace-competences-analysis-of-institutional-and-multimodal-aspects/588605.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data sources are used in the paper’s analysis?","Question",{"text":63,"@type":64},"The analysis uses videos and transcribed interviews from two workplace settings: road haulage and nursing-related orthopaedic work.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper define the role of multimodality?",{"text":68,"@type":64},"It treats communicative resources broadly—body, speech, tools, and symbols—so that meaning and mathematical themes are analyzed across multiple semiotic modes.",{"name":70,"@type":61,"acceptedAnswer":71},"What institutional perspective is integrated into the framework?",{"text":72,"@type":64},"The framework incorporates institutional norms and uses a learning design sequence model to clarify how institutional framing shapes learning as communication within a domain.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588605,1792192250,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","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  \nConstruing Mathematics-Containing Activities in Adults’Workplace Competences: Analysis of Institutional and Multimodal Aspects  \nLisa Björklund Boistrup  \nStockholm University  \n\u003C[lisa.bjorklund@mnd.su.se](lisa.bjorklund@mnd.su.se)>  \nLars Gustafsson  \nMalmö University  \n\u003C[lars.gustaf@telia.com](lars.gustaf@telia.com)>  \nAbstract  \nIn 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.  \nKeywords: workplace, mathematics, competence, multimodality, learning, institutional norms, interpersonal  \nIntroduction  \nAn 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  \ncompetences 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.  \nIn 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.  \nResearch on and approaches to workplace mathematics  \nIn 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.  \nMathematics in the workplace  \nResearch 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.  \nResearch on workplace mathematics has been described as a field which has passed through different phases (Bessot & Ridgway, 2000; FitzS","cbCaiqseDfHATsIw","https://ap.wps.com/l/cbCaiqseDfHATsIw","pdf",968861,17,"English","# Abstract\n# Introduction\n# Research on and approaches to workplace mathematics\n## Mathematics in the workplace\n## Mathematics as activity: The example of measuring","[{\"question\":\"What data sources are used in the paper’s analysis?\",\"answer\":\"The analysis uses videos and transcribed interviews from two workplace settings: road haulage and nursing-related orthopaedic work.\"},{\"question\":\"How does the paper define the role of multimodality?\",\"answer\":\"It treats communicative resources broadly—body, speech, tools, and symbols—so that meaning and mathematical themes are analyzed across multiple semiotic modes.\"},{\"question\":\"What institutional perspective is integrated into the framework?\",\"answer\":\"The framework incorporates institutional norms and uses a learning design sequence model to clarify how institutional framing shapes learning as communication within a domain.\"}]","Construing Mathematics-Containing Activities in Adults’ Workplace Competences - Analysis of Institutional and Multimodal Aspects | PDF",1792065584,43]