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Titlebook: Mathematical Competencies in the Digital Era; Uffe Thomas Jankvist,Eirini Geraniou Book 2022 The Editor(s) (if applicable) and The Author(

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发表于 2025-3-21 19:16:19 | 显示全部楼层 |阅读模式
书目名称Mathematical Competencies in the Digital Era
编辑Uffe Thomas Jankvist,Eirini Geraniou
视频video
概述Analyses the use of the Danish Mathematical Competencies (KOM) Framework in the Digital Era.Applying the potential of “networking” the competencies framework to Digital Technologies in mathematics.Int
丛书名称Mathematics Education in the Digital Era
图书封面Titlebook: Mathematical Competencies in the Digital Era;  Uffe Thomas Jankvist,Eirini Geraniou Book 2022 The Editor(s) (if applicable) and The Author(
描述.This book focuses on the potential interplay between two distinct, yet related paradigm shifts in mathematics education, drawing on the notion of “networking of theories” through illustrative case studies from the Danish educational system and beyond. The first paradigm shift is the massive introduction of digital technology in the teaching and learning of the subject; the second is a shift from the traditional focusing on mastering of skills and knowledge to being concerned with the possession and development of mathematical competencies..This book builds on the Danish KOM (Competencies and the Learning of Mathematics) project, which sources its description of mathematical mastery primarily on the notion of a “mathematical competency” rather than on lists of topics, concepts, and results. This allows for an overarching framework, which captures the perspectives of mathematics teaching and learning at whichever educational level. While the KOM framework does not in detail address the role of digital technologies in relation to its description of different types of mathematical competencies, etc., the chapters of this book set out to do exactly this, while in the process also drawi
出版日期Book 2022
关键词Mathematics education; Mathematical competencies; Digital technology; Networking of theories; Instrument
版次1
doihttps://doi.org/10.1007/978-3-031-10141-0
isbn_softcover978-3-031-10143-4
isbn_ebook978-3-031-10141-0Series ISSN 2211-8136 Series E-ISSN 2211-8144
issn_series 2211-8136
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
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发表于 2025-3-21 23:50:20 | 显示全部楼层
On the Mathematical Competencies Framework and Its Potentials for Connecting with Other Theoretical at 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 educ
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Mathematical Competencies Framework Meets Problem-Solving Research in Mathematics Educationlving supported by the use of digital tools, and that its analytical power is strengthened by coordinating it with theoretical notions from research on mathematical problem solving. The chapter illustrates the potential of such networking of theories through the theoretical analysis of a mathematica
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Mathematical Modelling and Digital Tools—And How a Merger Can Support Students’ Learningg cases designed with the aim of supporting students’ development of modelling competency and learning content knowledge whilst explicitly drawing on digital tools. One case addresses the notion of vectors at upper secondary level whereas the other case deals with more advanced uses of differential
发表于 2025-3-22 20:02:54 | 显示全部楼层
Lower Secondary Students’ Reasoning Competency in a Digital Environment: The Case of Instrumented Jully bridging this research gap by offering a tool to analyze how a digital interactive environment like GeoGebra can contribute to lower secondary school students’ reasoning competency in a mathematical domain at the crossroads between algebra and geometry. First, we present an analytical tool that
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Mathematical Representation Competency in the Era of Digital Representations of Mathematical Objectsentations of mathematical objects. We start from the specific case of representations of objects in a dynamic geometry environment and attempt to generalize our argument to representations of any other mathematical object. Our claim concerns the hypothesis about the correlation between two steps in
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