Mathematical competencies revisited

Mogens Allan Niss, Tomas Højgaard

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

This article deals with what it means to possess competence in mathematics. It takes its point of departure in the fact that the notions of mathematical competence and mathematical competencies have gained a foothold as well as momentum in mathematics education research, development and practice throughout the last two decades. The Danish so-called KOM Project (KOM: Competencies and the Learning of Mathematics), the report from which was published in 2002, has played an instrumental role in that development. Since then, a host of new developments has taken place, and we—as the authors of the original report—have felt the need to take stock of this development and revisit the conceptualisation of the basic notions in order to provide an updated version of the original conceptual framework and terminology. Whilst the fundamentals of this framework have been preserved in this article, the version presented here in addition to an up-to-date terminology offers greater clarity and sharpness and richer explanations than found in the original.
OriginalsprogEngelsk
TidsskriftEducational Studies in Mathematics
Vol/bind102
Udgave nummer1
Sider (fra-til)9-28
Antal sider20
ISSN0013-1954
DOI
StatusUdgivet - 2019

Citer dette

Niss, Mogens Allan ; Højgaard, Tomas. / Mathematical competencies revisited. I: Educational Studies in Mathematics. 2019 ; Bind 102, Nr. 1. s. 9-28.
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Mathematical competencies revisited. / Niss, Mogens Allan; Højgaard, Tomas.

I: Educational Studies in Mathematics, Bind 102, Nr. 1, 2019, s. 9-28.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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