Competencies in mathematics education – potentials and challenges What’s the point? What’s new? What do we gain? What are the pitfalls?
Tipo de documento
Autores
Lista de autores
Niss, Mogens
Resumen
The present paper focuses on characterising what it means for an individual to be mathematically competent in terms that go across – are independent of – mathematical content and educational levels. Based on the Danish KOM project, eight mathematical competencies, which together are meant to constitute mathematical competence, and three forms of overview and judgment concerning mathematics as a discipline are presented. The normative and descriptive uses of this system of competencies are outlined and discussed as are the challenges encountered when putting the competencies to use in different contexts of research and practice.
Fecha
2013
Tipo de fecha
Estado publicación
Términos clave
Competencias | Contenido | Legislación educativa | Usos o significados
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Referencias
Hadamard, J. (1945) An essay on the psychology of invention in the mathematical field. Princeton: Princeton University Press Niss, M.; Jensen, T. (2002) Kompetencer og matematiklæring. Ideer og inspiration til udvikling af matematikundervisning i Danmark. Uddannelsesstyrelsens temahæfteserie.18. Copenhagen: The Ministry of Education. (English translation of the title: Competencies and the learning of mathematics. Ideas and inspiration for development of mathematics education in Denmark.) OECD (2003) The PISA 2003 Assessment Framework. Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.