ABSTRACT
This chapter addresses ways of characterising interfaces between mathematics and the educational subject of construction work in pre-vocational studies. A model is presented, which can be used for teaching and research. It is argued that the interfaces between mathematics and construction work should be viewed as a content area of its own. The authors also point to how the interfaces concern substantially more than viewing mathematics as simply being applied in a workplace practice. It may for example also be the case that mathematics in itself may explain aspects of the subject of construction work.
