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Processes of Mathematical Thinking Competency in Interactions with a Digital Tool

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Mathematical Competencies in the Digital Era

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

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Abstract

Addressing how students can exercise processes of the mathematical thinking competency in a learning environment using digital tools, this chapter seeks to uncover which and how processes of the mathematical thinking competency can appear in interaction with the use of digital tools. I present an empirical case of two students working with a dynamic worksheet in TI-\(n\)spire. Using networking of theories and its strategy of “combining”, the case is analyzed from different perspectives using the framework of the mathematical thinking competency and the theoretical perspectives of instrumental genesis, conceptual fields and semiotic mediation. Using different perspectives captures different processes of the students’ work. Mathematical thinking competency helps identify which aspects are in play. Instrumental genesis and semiotic mediation elaborate on how the processes of mathematical thinking competency interact with the processes of working with the tool. Furthermore, the lens of semiotic mediation also captures generalization processes of the mathematical thinking competency, which was not identified by using the mathematical thinking competency on its own.

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Notes

  1. 1.

    In this section, the mathematical thinking competency of the KOM framework is in focus, but for the chapter to be readable on its own, some of the concepts of the KOM framework are repeated from Chap. 2 (Niss & Jankvist, 2022) of this book.

  2. 2.

    I translate the Danish word “knæk” as “corners”, to illustrate a graph having one or more sharp bends but still being connected.

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Acknowledgements

Acknowledgements to Ola Helenius, Linda Ahl and Andreas Tamborg for valuable comments on earlier versions of this chapter.

Supported by Independent Research Fund Denmark [Grant no. 8018-00062B].

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Authors and Affiliations

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

    Mathilde Kjær Pedersen

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  1. Mathilde Kjær Pedersen
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Correspondence to Mathilde Kjær Pedersen .

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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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Pedersen, M.K. (2022). Processes of Mathematical Thinking Competency in Interactions with a Digital Tool. 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_4

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  • DOI: https://doi.org/10.1007/978-3-031-10141-0_4

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