The Mathematical Competencies Framework and Digital Technologies

Abstract

This chapter discusses the influence of the increased use of digital technologies for mathematical teaching and learning and their relevance to the Danish mathematical competencies framework (KOM) (Niss & Højgaard, 2011, 2019), and how the different types of digital technologies may influence different components of the KOM framework. Inspired by the notion of mathematical digital competency (MDC) (Geraniou & Jankvist, 2019), we address the influence and potential of digital technologies in relation to the KOM framework’s three components of (1) the eight mathematical competencies (for students of mathematics); (2) the three second order competencies, known as types of overview and judgement; and (3) the framework’s description of the six competencies for mathematical teaching. Using carefully chosen examples, we facilitate our discussions on how these different components of KOM may be perceived in the digital age. We conclude by discussing how mathematical competencies are “affected” by digital technologies and argue for revisiting the KOM mathematical competencies and extending the MDC framework.