Black Boxes in Workplace Mathematics

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Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “it is well known that artifacts and practices crystallise cultural knowledge (Radford and Puig 2007; Williams and Wake 2007) such that what once were necessary skills come to be sedimented and no longer are needed – though they may be reawakened at any time, as a study of the history of geometry sho”
An ideology critique of the use-value of mathematics (2013, background): “…the kind of realistic tasks promoted by formal education do not have a positive effect either in terms of mathematical learning or in the transference of knowledge to everyday situations (e.g. Boaler, 1999; Brenner, 1998; Evans, 1999; Verschaffel, Greer, & De Corte, 2000; Williams & Wake, 2007).”
Boundary Crossing and Boundary Objects (2011, unknown): “Williams and Wake (2007), for example, describe how, as college teachers, they visited workplaces together with their students.”