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dc.contributor.authorJorgensen, Robynen_US
dc.date.accessioned2017-04-24T10:15:13Z
dc.date.available2017-04-24T10:15:13Z
dc.date.issued2011en_US
dc.date.modified2011-09-12T06:49:57Z
dc.identifier.issn00131954en_US
dc.identifier.doi10.1007/s10649-010-9267-0en_AU
dc.identifier.urihttp://hdl.handle.net/10072/39593
dc.description.abstractThis paper presents a case study of contemporary retail industry and the ways in which young workers participate in that field. Public perceptions of low numeracy among young people provided the catalyst for the study. Drawing on a mixed-method approach involving survey, case studies, stimulated recall, observations, and interviews, it was found that young workers approach their numeracy in ways that have been shaped by their experiences, in particular, digital experiences. In contrast, older generations hold different views of young people's numeracy levels and skills, often perceiving them as poor and deficit. The study challenges the orthodoxy of older generations and argues that young workers have developed new ways of working, which align strongly with the postindustrial workplace. As a result, there are considerable tensions between the generations which need to be considered. The paper uses the work of Bourdieu and draws on his notions of habitus, field, and capital to theorize the outcomes.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent109999 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringeren_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom87en_US
dc.relation.ispartofpageto100en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalEducational Studies in Mathematicsen_US
dc.relation.ispartofvolume76en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330202en_US
dc.titleYoung workers and their dispositions towards mathematics: tensions of a mathematical habitus in the retail industryen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2011 Springer Netherlands. This is an electronic version of an article published in Educational Studies in Mathematics, Volume 76, Number 1, 87-100. Educational Studies in Mathematics is available online at: http://www.springerlink.com/ with the open URL of your article.en_AU
gro.date.issued2011
gro.hasfulltextFull Text


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