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(2011). Mathematics in vocational education: Revisiting a developmental research project. Adults Learning Mathematics: An International Journal, 6(1), 41-68.  \nMathematics in vocational education: Revisiting a developmental research project, Analysis of one development research project about the integration of mathematics in vocational subjects in upper secondary education in Sweden  \nLisbeth Lindberg  \nUniversity of Gothenburg  \nGothenburg, Sweden  \n\u003C[lisbeth.lindberg@ped.gu.se](lisbeth.lindberg@ped.gu.se)>  \nBarbro Grevholm  \nUniversity of Adger  \nAdger, Norway  \n\u003C[barbro.grevholm@uia.no](barbro.grevholm@uia.no)>  \nAbstract  \nIn this article we describe and discuss the analyses of a developmental research project that took place in Sweden during 1998 to 2002. We carried out four different analyses in order to explore the learning outcomes from the project that could inform long term curriculum change and teacher collaboration in vocational education in Sweden. The analyses led to condensed descriptions of the project, including an exposition of its constraints and affordances as well as its developmental cycles. Also revealed was a comparison between the aims of the project and the actual outcomes. Based on the analyses and discussions, we suggest possible implications for practice and for future studies on vocational education.  \nIntroduction  \nA reform of the upper secondary school in Sweden GY2011 will take place in 2011 and the preparatory discussions about the reform triggered the authors of this article to revisit and explore one developmental research project that was carried out during 1998-2002. We started this process of revisiting earlier data with current perspectives in 2007. The project KAM was initiated because of the former curriculum reform in 1994, Lpf94 (Utbildningsdepartementet, 1994) . There were minor revisions of the reform during the time of the project (Skolverket, 2000) . The questions that were asked focused on whether the project can inform us about how schools and teachers could improve mathematics learning experiences in vocational programmes and benefit from the results of the delayed analysis of the KAM-project.  \nThe most critical issue in the discussion is whether pupils in vocational education benefit from studying the same first course in mathematics in upper secondary school as all other pupils. The argument for the first course to be the same for all students is that society is demanding more mathematics in almost all vocations and that all pupils should be prepared for that and be given the right to be able to directly build on to their upper secondary school education at a later stage in life. The arguments against are that pupils in vocational education need a different kind of mathematics course that is directly related, and seen by the students to  \nVolume 6(1)– February 2011 41  \nbe directly related, to their vocational studies and that it is the vocational interests that should guide the selection of topics and content.  \nThe situation and problems behind the KAM-project  \nOver the years 1998 to 2002 a developmental research project, called the KAM-project, was carried out in an upper secondary school in a major city in Sweden. KAM stands for Karaktärsämnenas matematik, the mathematics of the vocational subjects. In this article we intend to describe, analyse and discuss this project in order to answer a number of research questions. We start by presenting the situation that gave rise to the project.  \nIn 1994 a new curriculum, Lpf 94 (Utbildningsdepartementet 1994; Skolverket 2005, 2006), was selected for the Swedish upper secondary school. Under this curriculum, the organisation of upper secondary school meant, first of all, that pupils in the theoretical programmes and the vocational programmes were to study in the same school system and have the same study time of three years. Earlier, vocational education had taken place in separate schools, vocati","cbCaihseUes9khGi","https://ap.wps.com/l/cbCaihseUes9khGi","pdf",460052,28,"English","# Abstract\n# Introduction\n## A reform of the upper secondary school in Sweden\n## The most critical issue in the discussion\n# The situation and problems behind the KAM-project","[{\"question\":\"What period and context does the developmental research project cover?\",\"answer\":\"The project took place in Sweden in upper secondary education from 1998 to 2002. It was implemented within a school system shaped by curriculum reform discussions leading up to 2011.\"},{\"question\":\"How many analyses are described, and what do they aim to explore?\",\"answer\":\"The authors conducted four different analyses to explore learning outcomes that could support long-term curriculum change and collaboration among teachers in Swedish vocational education.\"},{\"question\":\"What is the central debate mentioned regarding mathematics courses for vocational students?\",\"answer\":\"The debate concerns whether vocational students should study the same first mathematics course as other students, versus using a mathematics course directly related to vocational studies and guided by vocational interests.\"}]","Mathematics in vocational education - Revisiting a developmental research project | PDF",1792065581,71]