Teaching mathematics, practical teaching and active methods in vocational schools (1945-1953)

TL;DR

This paper examines the pedagogical model of mathematics teaching in post-primary vocational schools between 1945 and 1953, focusing on its unique features and implementation for the specific student demographic.

Contribution

It characterizes the pedagogical approach for vocational mathematics education during 1945-1953 and compares it with models used in primary and secondary education.

Findings

Identifies specific pedagogical features for vocational mathematics teaching

Highlights differences from primary and secondary models

Provides insights into operationalization for vocational students

Abstract

The aim of this chapter is to identify and characterise the pedagogical model prescribed for this particular mathematics teaching delivered in post-primary vocational training. More specifically, the contribution investigates two major questions: what specificities, proximities, differences with the pedagogical models of mathematics teaching for elementary primary and secondary? How should this mathematics teaching be operationalised, particularly with regard to the specific characteristics of the public for whom it is intended?