Noss, R;
Hoyles, C;
Pozzi, S;
(2002)
Abstraction in expertise: a study of nurses' conceptions of concentration.
Journal for Research in Mathematics Education
, 33
(3)
pp. 204-229.
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| Type: | Article |
|---|---|
| Title: | Abstraction in expertise: a study of nurses' conceptions of concentration |
| Additional information: | This paper was based on an ESRC project that was part of a corpus of work that subsequently generated a new ESRC project as part of the TLRP programme. The paper builds on an ethnographic study of nurses? working practices and elaborates the notion of situated abstraction as an analytical tool. This theoretical construct was first developed by the authors in the context of learning technologies, and this paper develops and generalizes it. Data were gathered through interviews based on simulations of tasks observed to be problematic in the earlier ethnographic study. The methodology was designed to explore nurses? conceptions in a more detailed way than is possible during in situ observations and to undertake a pointed examination of the degree of situatedness of nurses' knowledge and reasoning. Findings indicate that that nurses? conceptions were abstracted within their practice when they were able to coordinate their mathematical knowledge with their professional expertise, yet were situated, as evidenced by their difficulties in realising this coordination in tasks too distant from their practice. This document has been closed because the permission of the publisher has not been verified. |
| Keywords: | Learning through the Lifecourse, Workplace, Maths |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1515591 |
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