Abstract
Abstract This article considers the nature and growth of mathematical understanding within the context of the workplace-training classroom. In doing this, it draws on elements of the Pirie-Kieren Theory for the Dynamical Growth of Mathematical Understanding, in particular the notions of “Image Making” and “Image Having.” These theoretical ideas are elaborated to allow the more appropriate description of how the understanding of construction industry apprentices is observed to grow in their training as they engage with tasks with significant mathematical components. Through doing this we illustrate how the Pirie-Kieren Theory can be used to describe the growth of understanding of “mathematics-for-working” (influenced by the work of Ball and Bass (2003) on “mathematics-for-teaching”), and identify some of the key elements in this growth.
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