The purpose of this study was to explore whether and how students experience mathematics as an aspect of vocational knowing in the Swedish upper secondary Natural Resource Programme, in the orientation of animal care, and in the vocation. Data for the study comprised teacher's documented planning, student interviews, followed by a validation of the interviews. Data were initially analysed thematically. Thereafter, the themes were analysed with theoretical concepts from the theory of practice architectures (sayings, doings, and relatings), and interpreted in terms of characteristic arrangements (cultural-discursive, material-economic, and social-political). Themes identified in the student interviews were: 1) Vocational knowing in animal caregiving 2) Mathematics as vocational knowing 3) Mathematics as part of vocational language, and 4) Mathematics as a foundation subject. Sayings were also related to doings, because of the accessibility and character of data. It was evident that students recognized mathematics as an aspect of vocational knowing, but there was also a tension between this mathematics and for the school/as a foundation subject. Relatings represented the recurrent contexts of school, animal facilities, workplace learning but also laws and regulations for contemporary animal care. Further analysis was made to historical traces of previous education within the area and to political decisions.

中文翻译：

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从学生的角度来看，数学作为动物护理职业知识的一个方面

本研究的目的是探讨学生在瑞典高中自然资源项目、动物护理方向和职业中是否以及如何体验数学作为职业知识的一个方面。研究数据包括教师记录的计划、学生访谈以及访谈的验证。数据最初进行了主题分析。此后，用实践架构理论（言论、行为和关系）中的理论概念对主题进行分析，并根据特征安排（文化话语、物质经济和社会政治）进行解释。学生访谈中确定的主题是：1) 动物护理中的职业知识 2) 数学作为职业知识 3) 数学作为职业语言的一部分，以及 4) 数学作为基础科目。由于数据的可访问性和特征，言论也与行为相关。显然，学生们认识到数学是职业知识的一个方面，但数学与学校/作为基础学科之间也存在紧张关系。关系代表了学校、动物设施、工作场所学习的反复出现的背景，也代表了当代动物护理的法律和法规。进一步分析了该地区先前教育的历史痕迹和政治决策。