On the Mathematical Competencies Framework and Its Potentials for Connecting with Other Theoretical Perspectives

Mogens Allan Niss, Uffe Thomas Jankvist*

*Corresponding author

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

This chapter discusses the nature of the Danish mathematical competencies framework (also known as the KOM framework) as a framework for specifying what it means to successfully learn and master mathematics, and how it differs in nature from other mathematics education constructs and frameworks that set out to do similar things. To do so, we first address the questions “what is a theoretical framework—and a theory—in the field of mathematics education research?” and “how can the KOM framework be placed in this landscape?”. We discuss the KOM framework’s potentials for engaging in connections with other theoretical constructs. We do so through three rich examples of areas within mathematics education that hold important potentials for such connections. The chapter ends with a discussion focusing on the lessons that can be learnt regarding connection with, and potential networking of, various theories with the KOM framework. We suggest that the adequate kind of connection in relation to this framework is best captured by the notion of ‘mutual fertilisation’.
OriginalsprogEngelsk
TitelMathematical Competencies in the Digital Era
RedaktørerUffe Thomas Jankvist, Eirini Geraniou
Antal sider24
ForlagSpringer
Publikationsdato2023
Sider15-38
ISBN (Trykt)978-3-031-10140-3
ISBN (Elektronisk)978-3-031-10141-0
DOI
StatusUdgivet - 2023
NavnMathematics Education in the Digital Era
Vol/bind20
ISSN2211-8136

Emneord

  • KOM framework
  • Mathematical competencies
  • Theory
  • Theoretical perspectives

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