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

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Mathematical Competencies in the Digital Era

Part of the book series: Mathematics Education in the Digital Era ((MEDE,volume 20))

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’.

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Notes

  1. 1.

    It should be noticed that this chapter, unlike the majority of other chapters in this book, does not specifically address the use of digital technology in relation to the KOM framework, since this matter is dealt with in the book’s following chapter by Geraniou and Misfeldt (2022).

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Acknowledgements

This chapter is partly written under project 8018-00062B of Independent Research Fund Denmark. 

The authors want to thank the reviewers of this chapter for several helpful comments and suggestions.

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Authors and Affiliations

  1. Department of Science and Environment, Roskilde University, Roskilde, Denmark

    Mogens Niss

  2. Danish School of Education, Aarhus University, Copenhagen, Denmark

    Uffe Thomas Jankvist

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  1. Mogens Niss
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Correspondence to Uffe Thomas Jankvist .

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Editors and Affiliations

  1. Danish School of Education, Aarhus University, Copenhagen, Denmark

    Uffe Thomas Jankvist

  2. Curriculum, Pedagogy and Assessment, UCL Institute of Education, London, UK

    Eirini Geraniou

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Niss, M., Jankvist, U.T. (2022). On the Mathematical Competencies Framework and Its Potentials for Connecting with Other Theoretical Perspectives. In: Jankvist, U.T., Geraniou, E. (eds) Mathematical Competencies in the Digital Era. Mathematics Education in the Digital Era, vol 20. Springer, Cham. https://doi.org/10.1007/978-3-031-10141-0_2

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  • DOI: https://doi.org/10.1007/978-3-031-10141-0_2

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