SCHOOL OR COLLEGE MATHEMATICS AND WORKPLACE PRACTICE: AN ACTIVITY THEORY PERSPECTIVE

Abstract

This paper reports on a case study in which we detail how a college mathematics and chemistry student struggles to make sense of the graphical output of an experiment in an industrial chemistry laboratory. The student's attempts to interpret unfamiliar graphical conventions are described and contrasted with those of college mathematics. Our analysis of this draws on activity theory to assist in understanding the position of the student in both the college and the workplace. This highlights the limitations of the experience of the student at college and we question how the mathematics curriculum might be adapted to assist students in making sense of workplace graphical output.