Characterising and developing vocational mathematical knowledge

Abstract

AbstractIn this introductory article, I argue why this special issue focuses on the question of how the mathematical knowledge required at work can be characterised and developed in vocational education and workplace training. After some words on the importance of this subfield of mathematics education and the need to rethink metaphors of learning in this area, I summarise the structure of the special issue and highlight a few main points raised in the various contributions.