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The study presents masons’ views on schooling and mathematics and discusses three observed episodes showing how mathematical knowledge is embedded in daily professional activities.",{"@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/mathematics-in-masons-workplace-paper/588591/",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/mathematics-in-masons-workplace-paper/588591.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the study?","Question",{"text":63,"@type":64},"The study investigates how masons’ professional practices involve mathematical knowledge, with the goal of contributing to adult mathematics education and understanding workplace uses of mathematics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"It used an ethnographic approach, based on observations and interviews with four masons aged 40–60 in civil construction workplaces in the Lisbon area.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the observed episodes illustrate?",{"text":72,"@type":64},"The episodes illustrate that mathematical knowledge is embedded in professional activities, showing how masons apply mathematics daily and implicitly, not only through formal schooling.","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},588591,1793012657,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"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":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"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":97,"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","Moreira, D., and Pardal, E. (2012) . Mathematics in Masons’Workplace. Adults Learning Mathematics: An International Journal, 7(1), 32-48.  \nMathematics in Masons’Workplace  \nDarlinda Moreira  \nUniversidade Aberta, UIDEF-U.  \nLisbon, Portugal  \n\u003C[darmore@univ-ab.pt](darmore@univ-ab.pt) >  \nEugénia Pardal  \nAgrupamento de Escolas S. Vicente EB 2,3, Universidade Aberta  \nLisbon, Portugal  \n\u003C[t.pardal.pires@sapo.pt](t.pardal.pires@sapo.pt)>  \nAbstract  \nThis paper presents masons’professional practices, which are related to mathematics. It aims to contribute to the area of adult mathematics education and to enlarge knowledge about how mathematics is used at the workplace.  \nMethodologically it was followed an ethnographic approach. The key informants of the study were four masons aged between 40 and 60 years old. Observations and interviews were carried out at the workplace in a civil construction setting in the Lisbon area.  \nFirstly we present masons’views about schooling and mathematics, as well as the importance that masons confer to mathematics in their profession. Then the paper describes and discusses three episodes observed at masons’workplace in their professional practices. As a whole these episodes illustrate how mathematical knowledge is imbedded in professional activities. Independently of schooling, masons daily and implicitly apply mathematics. It is this practical knowledge of mathematics that, after being uncovered, is for us educators of most relevance to adult-learning mathematics contexts, because not only does it connect school content and curricula to labour-market necessities, but it also makes use of adult learning experiences to support new mathematical learning.  \nKey words: mathematics education; adults education; masons; professional practices; mathematics in workplaces; ethnomathematics; community of practices.  \nIntroduction  \nTraining has been recognized as a principal mean to achieve professional development and with it to promote better social conditions. Moreover the results of research have been contributing to news ways of thinking about professional training and to recognize as indispensable in future training both the educational value of the work environment and adults’knowledge acquired through work and experience.  \nIn addition, to the extent that alternative forms of learning processes of knowledge acquisition are at the core of adult education’s pedagogy it is important to deepen the understanding of techniques and skills that adults seed in their professional context and how they cope with mathematics knowledge and take advantage of it to face new problems and situation. As Wedege & Evens (2006, p.30) point out:  \nThe subject area of adult education encompasses formal adult mathematics education as well as adults’ informal mathematics learning in the communities of everyday practice, for example in the workplace.  \nWorkplaces are, thus, part of the adults’ learning experience and present rich contexts to educational investigation. Moreover, from the viewpoint of mathematics education, professional knowledge as well as cultural mathematics are nowadays both considered as sources of wisdom and inspiration in designing curricular activities and seen as important components of the pedagogy and didactics of the field. In addition, mathematics education can really determine a person’s success in professional careers and job opportunities.  \nThe research presented in this paper addresses the issue of masons’ professional practices that involve mathematical knowledge. Masons, sometimes illiterate and mostly with very little formal education, build houses, and monuments that stand for centuries. In their professional activity they do calculations and reasoning, and use mathematics daily. It is this practical knowledge of mathematics that, after being uncovered, is for us educators of most relevance to adult-learning mathematics, because it might be used in of adult learning experiences to support","cbCaivMrH2P6lyHe","https://ap.wps.com/l/cbCaivMrH2P6lyHe","pdf",1032173,17,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study investigates how masons’ professional practices involve mathematical knowledge, with the goal of contributing to adult mathematics education and understanding workplace uses of mathematics.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used an ethnographic approach, based on observations and interviews with four masons aged 40–60 in civil construction workplaces in the Lisbon area.\"},{\"question\":\"What do the observed episodes illustrate?\",\"answer\":\"The episodes illustrate that mathematical knowledge is embedded in professional activities, showing how masons apply mathematics daily and implicitly, not only through formal schooling.\"}]","Mathematics in Masons’Workplace - paper | PDF",1792065557,43]