ebook img

ERIC ED404506: Maths Work: Maths in the Textile, Clothing, Footwear & Allied Industries. PDF

76 Pages·1995·3.6 MB·English
by  ERIC
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview ERIC ED404506: Maths Work: Maths in the Textile, Clothing, Footwear & Allied Industries.

DOCUMENT RESUME ED 404 506 CE 073 470 AUTHOR Wallace, Midge TITLE Maths Work: Maths in the Textile, Clothing, Footwear & Allied Industries. INSTITUTION Australian Light Manufacturing Industry Training Board. SPONS AGENCY Australian Dept. of Employment, Education and Training, Canberra. ISBN-0-646-27035-4 REPORT NO PUB DATE 95 83p.; Developed by the Australian Light Manufacturing NOTE Industry Training Advisory Board. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Adult Vocational Education; Education Work Relationship; Foreign Countries; *Job Skills; Limited English Speaking; Manufacturing; *Manufacturing Industry; Mathematics Instruction; *Mathematics Skills; *Numeracy IDENTIFIERS Australia ABSTRACT This book is designed to help individuals be aware of how much mathematics is used at work. It is designed to help trainers decide what to do if workers need help to improve their mathematics skills. An introduction looks at mathematics as it is used at work by discussing how it is used on the job. The book discusses the problems for workers with poor mathematics skills and, in particular, for workers of a non-English-speaking background. The next section presents examples from Australia that show people using mathematics as they work. The samples are reproduced exactly as they are used on the job and include some workers' own methods of keeping track of numbers. The specific workplaces are as follows: boot manufacturer, clothing manufacturer, laundry, and shoe manufacturer. The next section focuses on two contexts in which math is commonly used: quality management and stock control. The section with trainers' notes lists some considerations for a trainer: possible effects of making assumptions, cultural groups, and methods of training. A resources section lists sources and titles of print materials and of research organizations for further information. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Ilk U S DEPARTMENT OF EDUCATION Office ot Educational Research and Improvement iffED CATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced u received from Inc person Or Orgenizatton originating it 0 Minor changes nave been made to improve reprOductron auanty Points of view Or °gluons staled in this dOcu- rnent do not necessanly represent official OE RI posillon or policy PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY > 11"...QX TO THE EDUCATION L RESOURCES INFORMATION CENTER (ERIC) N O AVAILABLE EST COPY < ce w w The Australian Light Manufacturing Industry Training Advisory Board is the national organisation responsible for training development, policy and implementation in the furnishing, textile, clothing, footwear and allied industries. Chairperson: Alastair Lee General Manager: Cassandra Parkinson Project Manager: Simon Wallace, National TCF WELL Coordinator Australian Light Manufacturing ITAB Writer: Midge Wallace Workplace Education Services (WES) Adelaide Institute of TAFE Production: Centre for Applied Learning Systems Adelaide Institute of TAFE Thankyou /Acknowledgements Thankyou to the following companies for allowing time to be spent on the shop-floor talking to workers and supervisors about their jobs while trying to understand the maths processes that they use: Central Linen, Dudley Park, South Australia Clark Shoes, Marleston, South Australia R.M. Williams, Salisbury, South Australia Thankyou also for permitting company materials to be used in this publication. Special thanks to the following people for their assistance: Christel Kranich, Central Linen Jane Harris, R.M. Williams Fred Drolsbach, Central Linen Zoe Reid, Onkaparinga Institute of TAFE Ann Pick, South East Institute of TAFE Barbara Laurie, Clark Shoes Trevor Finch, Clark Shoes ISBN 0 646 27035 4 © 1995 Commonwealth of Australia, Department of Employment, Education & Training Funded under the workplace English Language & Literacy (WELL) Program by the Commonwealth through the Department for Employment, Education and Training. Enquiries to: Australian Light Manufacturing Industry Training Advisory Board First Floor, 132-138 Leicester Street, Carlton, Victoria, 3053 Telephone: 03 934 81311 BEST COPY AVAILABLE 4 Contents What you will find in this book 1 The purpose of this book 2 Introduction 3 Footwear Manufacture: Boots 12 Clothing 24 Laundry 34 Footwear Manufacture: Shoes 46 Focus 59 Trainers' notes 63 Resources 65 Maths Work What you will find in this book Introduction This section looks at maths as it is used at work, discussing how it is used on the job. It talks about the problems for workers with poor maths skills, and in particular for workers of a non-English-speaking background. Samples This section looks at real examples that show people using maths as they work. It includes samples from Central Linen, Clark Shoes and R.M. Williams. Every workplace has its own examples. The samples are reproduced exactly as they are used on the job, and include some workers' own methods of keeping track of numbers. Focus This section also focuses on two contexts in which maths is commonly used. They are: Quality Management Stock Control. These affect many different types of companies, both large and small. Both require workers to carry out maths tasks at many stages of the production process. Trainers' notes and Resources These sections include some notes for trainers, and a list of useful resources. It also explains where to turn for help. Maths Work 1 6 I 1 This book can help you to: used at work be aware of just how much maths is involved that everyone understands the maths look at some strategies to make sure could have on hand to help think about some useful resources you maths skills. workers need help to improve their decide what to do if you think some 5, 4 ti at*ar,15 iv en: owreallV169 surprising ficimumuttfiiiiiiheiaAs z ass pope,,,i0kariat a;, alifitiq.te*4ikfpice;beindOketto lot ,We.aitUrai,,a einberassedAcriariiitiolatic nd'ifttiiiikitiiie'Proble'aia-jiepplevaiiiae , \Ny'tz,r--1:-.44.,;t" ; 4; ' -4'".-13$:\',,z:..4 . ; A t lriosIttworli. \'' e - Viki,tr'1;:,, iierkwetisi*,frititi' d:thatecknowlediliOgthe -,. siweiteriat:Peritre , ,giiiiiiiiiiieCiiiiiiiitse4irilliiiii4iiiiki4iiilUriiiiiiii:iiiii';eiiiiiiik ' --- sv'r11-x-zi, 4-',,,'n..% .444,.` '''teeV '''''4,P'U.`Z`ks` V i's,"4,,,r: '1;,ie.k`'`'...1; '' ,; -,-,r'''',,'" ,,,wot---,,,,,, eirery,i,,,::79,,be:Viiiibtoldentify4`theirs,pecittc,t40elopOtentreeds iiiiirian-alerrierielaietio'fiie'elitait:' i-Biat,tia4s4,1sectki,alls'liiireii;;;VrcitIO'st ,,04,,,,ttez,t1,-::',1--3, r Ir.):"t4i - , .., - \nw..: -3- i'-,11 40 s ,\41clii#Riiiunicatirsg:An,:yievirprkpiace-en,51' Maths , -is `k- !,,,Frk s,s "Z-., , itthey companyAa, We are happy,for,rnaterialairom our abouttiiddeniiiathstaiks. to shawsothercomPanies sf' -r- - AX PP M. General Manager, Central Linen se, 4.: AVAIABLE BEST COPY 7 Maths Work 2 Introduction Maths, reading and writing, speaking and listening all work together as parts of a whole. They are all a part of the communication processes at work. Good communication is one of the essential ingredients of a successful company. Maths is one of these elements that is often ignored or underrated. Maths is often used in place of words to convey ideas, concepts, messages and facts throughout a workplace. It is not only the people doing the accounts and the people in the store who need to use mathematical skills. Maths is used on the shop-floor at many different stages in the work process. Job redesign and changing work processes are bringing with them a higher level of worker control over their jobs. Everyone has to monitor their work more and report on it. There is a much higher level of worker responsibility now than before. These chOge*blingswitil theni,t1*. need tp` ,\\Orn)-,,*the tasks that' in*,' of fiaire l '61i'deilled for past; BEST COPY AVAiLABLE 8 Maths Work With poor maths skills; there may be: inaccurate records machines incorrectly set expensive mistakes made incorrect deliveries stocklists incorrect. Often poor But it's not just these visible things that can go wrong. be easily maths skills affect very important things that cannot how measured. These factors can have an even larger effect on well people function at work, such as: lack of confidence unwillingness to take on new tasks unwillingness to apply for promotion ineffective training inability to contribute to problem-solving and teamwork. Maths Work 4 - In the work process wherwitispart attUMat s7EsAis , Maths may be used without it really being a conscious process, such as the pattern marker who.runs the eye over skins and mentally assesses the percentage of leather that can be used. At other times, maths is obvious and visible, when calculations are a necessary part of a job itself. An example is the storeperson who must collect, count and record the stock that is being issued to a customer. In training e41),Arainiti bey Mathsgma. part oftrainin ,inerremployeesti g . urr nt- e m p to eevon rev 4ltrainingt For instance, graphs, charts and statistics are used to show to workers concepts relating to new work practices and job redesign. Maths is also a part of industry vocational certificates. BEST COPY AVAILABLE 10 Maths Work 5

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.