The Integration of Mathematics into Vocational Courses

Abstract and introduction

Some college-based vocational courses for post-16 students in England require them to demonstrate proficiency in the application of mathematical techniques in addition to meeting their main course requirements. A view is held that this is most meaningful when it can be integrated into the vocational work. But this is not easy to carry out, particularly in courses where mathematics does not play a major role. This chapter discusses some of the issues and suggests courses of action that could enable integration to be more effective. Examples are taken from classroom observations and interviews with students.