Abstract
Due to the embeddedness of digital technologies in mathematics education of today, we often see examples of students simultaneously using their mathematical competencies and digital competencies. In relevant literature, however, these are not seen as a connected whole. Based on reviewing existing competency frameworks, both mathematical and digital, and by exploring an empirical example, this article addresses the question of how to think about and understand a combined “mathematical digital competency” (MDC). In doing so, the article relies on the two theoretical frameworks of the instrumental approach and conceptual fields to “bridge” the mathematical and digital competency descriptions.
Highlights
Since the notion of competency was first introduced in a psychological context as an alternative to that of intelligence (McClelland, 1973), it has gradually gained momentum, in societal and economic contexts as part of the so-called knowledge capitalism as well as in the educational paradigm. Han (2010) describes the 1990s’ and 00s’ change from a nation–state education to a global learning economy, where the notion of academic achievement was linked to that of competency, not least due to OECD’s DeSeCo project1 and the following Programme for International Student Assessment (PISA) and PIAAC efforts
We address the question of how the use of TIG and TCF can act as a Bbridge^ between the disciplinary competency descriptions of mathematics and the more generic descriptions of digital competencies
Kilpatrick (2014) states that school mathematics sometimes Bis portrayed as a simple contest between knowledge and skill^ while BCompetency frameworks are designed to demonstrate to the user that learning mathematics is more than acquiring an array of facts and that doing mathematics is more than carrying out well-rehearsed procedures^ (p. 87)
Summary
Since the notion of competency (or competence) was first introduced in a psychological context as an alternative to that of intelligence (McClelland, 1973), it has gradually gained momentum, in societal and economic contexts as part of the so-called knowledge capitalism as well as in the educational paradigm. Han (2010) describes the 1990s’ and 00s’ change from a nation–state education to a global learning economy, where the notion of academic achievement was linked to (or replaced by) that of competency, not least due to OECD’s DeSeCo (definition and selection of competencies) project and the following Programme for International Student Assessment (PISA) and PIAAC efforts. We address the question of how the use of TIG and TCF can act as a Bbridge^ between the disciplinary competency descriptions of mathematics and the more generic descriptions of digital competencies. We begin with the presentation of this example, and as we later in the article present and discuss the theoretical perspectives of competencies, both digital and mathematical, and TIG and TCF, we shall continuously refer back to and analyse the example. While all these frameworks concern individual learning, our example is one of two students’ collaboration in solving a mathematical task in order to get a window on their individual mathematical. Drawing on our analytic discussions, we end the article with identifying components of a potential definition of MDC
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