1. How do tasks bring the world of work into the classroom?
Tool WC-1T: Connecting tasks with the world of work
© 2016 mascil project (G.A. no ). Lead partner University of Nottingham; CC-NC-SA 4.0 license granted. The project mascil has received funding from the European Union’s Seventh Framework Programme (FP7/ ).

2. Overview
Aim:
To explore the different ways in which tasks can connect mathematics to the world of work.
We will:
discuss the tasks as a group;
view a short video;
place the tasks into categories;
share reflections as a group.
The aim of this tool is to introduce teachers to five examples of tasks that connect mathematics to the world of work using a range of different approaches. These provide an opportunity for the group to explore the different ways in which connections to the world of work might be made and raise questions that can be explored further by using the following tools WC-2: Using tasks that make connections to the world of work and WC-3: Designing tasks.

3. Tasks for discussion Emergency calls Telecommunication
Entrance matting
Container logistics
Choc chip mining
The five tasks should be circulated to the group as pre-reading so teachers can become familiar with these before the session.
Emergency Calls
Telecommunication
Entrance matting
Container logistics
ChocChip Mining

4. Making connections to the world of work
How do these tasks connect learning mathematics to the world of work?
View the video clip of teachers discussing these tasks. Do you agree with their ideas?
Start by briefly discussing the tasks with the group using the question: How do these tasks connect learning mathematics to the world of work? Show the short video clip of teachers discussing the tasks to stimulate further ideas.

5. Placing the tasks into categories
Place the tasks into categories.
Do workers really use mathematics and science in the way suggested by the task?
When doing the mathematics or science could students forget about the context?
Is mathematics or science being used in any different ways?
Ask the teachers to work in small groups for about 20 minutes to try and categorise the tasks in some way. These categories are not predetermined but should arise from teachers’ discussions, although the following questions may be helpful to consider:
Do workers really use mathematics and science in the way suggested by the task?
Does the task provide an authentic experience?
When doing the mathematics or science required with the task can students forget about the context or does it remain important?
Does the task have any features that result in mathematics or science being used in ways that are different from those usually experienced by students?

6. Finishing off
Share the main points from your discussions and compare your categories. Consider how these tasks might be used with a class. Use opportunities during teaching or observation of classes to identity task that connect to the world of work. Be ready to report back next time on any examples and how the connections were made.
Bring the group together to share the main points from their discussions.
Ask the teachers to select a task that is set in a work context, from the Mascil classroom resources or an alternative source, and use this with a class before the next professional development session. They should reflect on the points arising from this discussion in the light of their classroom experience and be ready to share their thoughts at the next session.