The purpose of this research was to describe the dynamics of integrated mathematics-vocational-technical education learning initiatives in high schools and postsecondary institutions that have adopted the NCTM Standards. The objectives were to produce insights regarding the links between vocational education and mathematics in secondary and postsecondary settings, develop an understanding of how instructors collaborate and are supported to implement integrated work based on the NCTM Standards, and identify implications for effective implementation of integration practices featuring mathematics in realistic contexts.
The phrase linking the NCTM Standards to school-to-work reform was used to denote a comprehensive process for connecting two reform movements. The goal was to build a comprehensive understanding of how these two movements were linked through integration efforts and how the NCTM Standards vision served as a bridge for establishing curriculum connections. By using the NCTM Standards framework to select programs, it was possible to study approaches involving vocational-technical and mathematics instructors working collaboratively and illustrate the use of mathematics in solving problems found in workplaces and other settings.
To further position the reader in understanding the material presented in this document, it is also important to define integrated and authentic learning. Integrated learning refers to vocational-technical and academic instructors linking their courses and teaching content grounded in a broadly-defined career field (Bottoms & Sharpe, 1996). "Mathematics integration" and "integrated mathematics" were used interchangeably to reflect these curriculum and instruction connections between mathematics and career-oriented disciplines. High-quality integrated mathematics/vocational learning should address learning mathematical concepts grounded in worthwhile problem scenarios involving important career concepts and a variety of real-world applications (NCTM, 1989; SCANS, 1991). Likewise, authenticity of learning and instruction connotes experiences reflecting engagement in higher-order thinking, in-depth understandings of concepts, productive interactions inside and outside the classroom, and realistic interdisciplinary connections (NCTM, 1989; Newmann & Wehlage, 1995).