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001459993 019__ $$a1371474891
001459993 020__ $$a9783031101410$$q(electronic bk.)
001459993 020__ $$a3031101413$$q(electronic bk.)
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001459993 0247_ $$a10.1007/978-3-031-10141-0$$2doi
001459993 035__ $$aSP(OCoLC)1371456863
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001459993 08204 $$a510.71$$223/eng/20230301
001459993 24500 $$aMathematical competencies in the digital era /$$cUffe Thomas Jankvist, Eirini Geraniou, editors.
001459993 264_1 $$aCham, Switzerland :$$bSpringer,$$c2022.
001459993 300__ $$a1 online resource :$$billustrations (black and white, and color).
001459993 336__ $$atext$$btxt$$2rdacontent
001459993 337__ $$acomputer$$bc$$2rdamedia
001459993 338__ $$aonline resource$$bcr$$2rdacarrier
001459993 4901_ $$aMathematics education in the digital era ;$$vvolume 20
001459993 500__ $$aIncludes index.
001459993 5050_ $$aPart I: Setting the Scene -- Chapter 1. Introduction(Uffe Thomas Jankvist, Eirini Geraniou & Rikke Maagaard Gregersen) -- Chapter 2. About the Mathematical Competencies Framework and Potential Networking(Mogens Niss & Uffe Thomas Jankvist) -- Chapter 3. The Mathematical Competencies Framework and Digital Technologies(Eirini Geraniou & Morten Misfeldt) -- Part II: Examples of networking around the eight competencies -- Chapter 4. Mathematical Thinking Competency(Mathilde Kjr Pedersen & Paul Drijvers) -- Chapter 5. Mathematical Problem Handling Competency(Tomas Hjgaard & Thomas Kaas) -- Chapter 6. Mathematical Modelling Competency(Tinne Hoff Kjeldsen & Kasper Bjerring & Britta Jessen) -- Chapter 7. Mathematical Reasoning Competency(Rikke Maagaard Gregersen & Anna Baccaglini-Frank) -- Chapter 8. Mathematical Representation Competency(Ingi Heinesen Hjsted & Maria Allesandra Mariotti) -- Chapter 9. Mathematical Symbols and Formalism Competency(Ola Helenius & Linda Ahl) -- Chapter 10. Mathematical Communication Competency(Cecilie Carlsen Bach & Angelika Bikner-Ahsbahs) -- Chapter 11. Mathematical Tools and Aids Competency(Morten Misfeldt, Eirini Geraniou & Uffe Thomas Jankvist) -- Part III: Examples of networking around the three types of overview and judgment -- Chapter 12. The actual application of mathematics(Raimundo Jos Elicer & Morten Blomhj) -- Chapter 13. The historical development of mathematics(Marianne Thomsen & Kathy Clark) -- Chapter 14. The nature of mathematics as a discipline(Maria stergaard & Dandan Sun) -- Part IV: Broadening the Scene -- Chapter 15. KOMs six teacher competencies - in the digital era(Charlotte Krog Skott & NN) -- Chapter 16. The KOM framework and PISA - in the digital era(Ross Turner & NN) -- Chapter 17. Mathematical competencies and computational thinking(Andreas Tamborg & Jonas Dreye & Boris Koichu) -- Chapter 18. Summary and suggested uses for the book(Mario Snchez Aguilar).
001459993 506__ $$aAccess limited to authorized users.
001459993 520__ $$aThis 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 drawing on a selection of other theoretical constructs and frameworks from mathematics education research. Starting with introductory chapters by key researchers in the area, the book brings forth chapters for each of the KOM frameworks eight mathematical competencies, authored by Nordic researchers in combination with international scholars. The KOM framework also operates with three types of overview and judgement, which are specifically addressed in relation to the role of digital technologies in the third part of the book. The fourth and final part of the book broadens the scene and provides chapters of a more perspective nature in relation to mathematical competencies in the digital era. The books preface is by Susanne Prediger.
001459993 588__ $$aDescription based on print version record.
001459993 650_0 $$aMathematics$$xStudy and teaching$$xResearch.
001459993 655_0 $$aElectronic books.
001459993 7001_ $$aJankvist, Uffe Thomas,$$eeditor.
001459993 7001_ $$aGeraniou, Eirini,$$eeditor.
001459993 77608 $$iPrint version:$$tMATHEMATICAL COMPETENCIES IN THE DIGITAL ERA.$$d[Place of publication not identified] : SPRINGER, 2022$$z3031101405$$w(OCoLC)1322809605
001459993 830_0 $$aMathematics education in the digital era ;$$vv. 20.
001459993 852__ $$bebk
001459993 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-10141-0$$zOnline Access$$91397441.1
001459993 909CO $$ooai:library.usi.edu:1459993$$pGLOBAL_SET
001459993 980__ $$aBIB
001459993 980__ $$aEBOOK
001459993 982__ $$aEbook
001459993 983__ $$aOnline
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