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

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’.