Folding back and the growth of mathematical understanding in workplace training

This paper extends the earlier doctoral work of the first author into the field of workplace training. Through developing the theoretical notion of ‘folding back' within the Pirie-Kieren Theory, and using intensive video-data it focuses on the ways in which an apprentice pipe trades worker is able to develop images and understandings of multiplication and fractions. It builds capacity in the under-researched area of adult learning, offers a detailed theoretical explanation for the growth of mathematical understanding in the workplace and has implications for workplace education. It was blind peer reviewed. As first author Martin contributed 80% of the content.