Kompetansekonstruksjoner i matematikk og programfag. Utdanningsprogrammet bygg- og anleggsteknikk, videregående opplæring

The study that this dissertation reports from, was motivated by an aim to find information about how to make teaching of mathematics for students enrolled in the building and construction programme in Norwegian upper secondary school more relevant. The study is situated in a constructionist paradigm (Creswell, 2013; Guba & Lincoln, 1994; Mertens, 2014). It is a case study where I have followed a single class of students enrolled in the programme building and construction for one year, in both building and construction subjects and in the subject of mathematics. Situative perspectives generally (Greeno et al., 1996) and more specifically Wenger (1998) , Communities of practice, are used as a…