Disciplinary competence descriptions for external use

Jens Højgaard Jensen, Uffe Thomas Jankvist

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

The article addresses the need for competence descriptions of disciplines as a means for fostering more productive communication between different disciplines and between the disciplines and their surroundings. It is argued that the usual competence descriptions devised for use within a discipline itself, e.g. in relation to teaching and learning of the discipline – so-called competence descriptions for internal use – are not the best means to achieve this. The same is true for the general, non-disciplinary competence descriptions. Instead, specially devised disciplinary competence descriptions for external use are called for. Our main illustration is a competence description of mathematics for external use devised so that it can support the dialogue about justi cation of mathematics education between the discipline’s practitioners and its recipients. This description for external use is counterposed with one for internal use i.e. that of the Danish KOM project. It is also counterposed with a competence description for external use for physics, taking into account the different justification problem of physics education. Together these two descriptions showcase how competence descriptions of disciplines for external use may support interdisciplinary collaboration and division of labor in the educational system.
OriginalsprogEngelsk
TidsskriftNOMAD nordic studies in mathematics education
Vol/bind23
Udgave nummer2
Sider (fra-til)3-24
Antal sider22
ISSNx000-0052
StatusUdgivet - 2018

Citer dette

@article{7b72917fc389457fa38136213a524e6e,
title = "Disciplinary competence descriptions for external use",
abstract = "The article addresses the need for competence descriptions of disciplines as a means for fostering more productive communication between different disciplines and between the disciplines and their surroundings. It is argued that the usual competence descriptions devised for use within a discipline itself, e.g. in relation to teaching and learning of the discipline – so-called competence descriptions for internal use – are not the best means to achieve this. The same is true for the general, non-disciplinary competence descriptions. Instead, specially devised disciplinary competence descriptions for external use are called for. Our main illustration is a competence description of mathematics for external use devised so that it can support the dialogue about justi cation of mathematics education between the discipline’s practitioners and its recipients. This description for external use is counterposed with one for internal use i.e. that of the Danish KOM project. It is also counterposed with a competence description for external use for physics, taking into account the different justification problem of physics education. Together these two descriptions showcase how competence descriptions of disciplines for external use may support interdisciplinary collaboration and division of labor in the educational system.",
author = "Jensen, {Jens H{\o}jgaard} and Jankvist, {Uffe Thomas}",
year = "2018",
language = "English",
volume = "23",
pages = "3--24",
journal = "NOMAD nordic studies in mathematics education",
issn = "x000-0052",
number = "2",

}

Disciplinary competence descriptions for external use. / Jensen, Jens Højgaard; Jankvist, Uffe Thomas.

I: NOMAD nordic studies in mathematics education, Bind 23, Nr. 2, 2018, s. 3-24.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Disciplinary competence descriptions for external use

AU - Jensen, Jens Højgaard

AU - Jankvist, Uffe Thomas

PY - 2018

Y1 - 2018

N2 - The article addresses the need for competence descriptions of disciplines as a means for fostering more productive communication between different disciplines and between the disciplines and their surroundings. It is argued that the usual competence descriptions devised for use within a discipline itself, e.g. in relation to teaching and learning of the discipline – so-called competence descriptions for internal use – are not the best means to achieve this. The same is true for the general, non-disciplinary competence descriptions. Instead, specially devised disciplinary competence descriptions for external use are called for. Our main illustration is a competence description of mathematics for external use devised so that it can support the dialogue about justi cation of mathematics education between the discipline’s practitioners and its recipients. This description for external use is counterposed with one for internal use i.e. that of the Danish KOM project. It is also counterposed with a competence description for external use for physics, taking into account the different justification problem of physics education. Together these two descriptions showcase how competence descriptions of disciplines for external use may support interdisciplinary collaboration and division of labor in the educational system.

AB - The article addresses the need for competence descriptions of disciplines as a means for fostering more productive communication between different disciplines and between the disciplines and their surroundings. It is argued that the usual competence descriptions devised for use within a discipline itself, e.g. in relation to teaching and learning of the discipline – so-called competence descriptions for internal use – are not the best means to achieve this. The same is true for the general, non-disciplinary competence descriptions. Instead, specially devised disciplinary competence descriptions for external use are called for. Our main illustration is a competence description of mathematics for external use devised so that it can support the dialogue about justi cation of mathematics education between the discipline’s practitioners and its recipients. This description for external use is counterposed with one for internal use i.e. that of the Danish KOM project. It is also counterposed with a competence description for external use for physics, taking into account the different justification problem of physics education. Together these two descriptions showcase how competence descriptions of disciplines for external use may support interdisciplinary collaboration and division of labor in the educational system.

M3 - Journal article

VL - 23

SP - 3

EP - 24

JO - NOMAD nordic studies in mathematics education

JF - NOMAD nordic studies in mathematics education

SN - x000-0052

IS - 2

ER -