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The role of mathematical competencies in curriculum documents in different countries
Mid Sweden University, Faculty of Science, Technology and Media, Department of Mathematics and Science Education. Department of Science and Mathematics Education, Umeå Mathematics Education Research Centre (UMERC), Umeå University.
2018 (English)In: Perspectives on professional development of mathematics teachers: Proceedings of MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018 / [ed] J. Häggström, Y. Liljekvist, J. Bergman Ärlebäck, M. Fahlgren, & O. Olande, Karlstad, 2018, p. 131-140Conference paper, Published paper (Refereed)
Abstract [en]

The inclusion of competencies in curriculum documents can be seen as an international reform movement in mathematics education. The purpose of this study is to understand which role mathematical competencies have in curriculum documents in different countries, with a focus on the relationship between competencies and content. Curriculum documents from 11 different countries were analysed. The results reveal three different themes of variation, concerning if the competencies are specific to mathematics, if competencies are described as learning goals, and if such learning goals are differentiated between grade levels.

Place, publisher, year, edition, pages
Karlstad, 2018. p. 131-140
Series
Skrifter från Svensk Förening för MatematikDidaktisk Forskning, ISSN 1651-3274 ; 13
National Category
Didactics Other Mathematics
Identifiers
URN: urn:nbn:se:miun:diva-37834OAI: oai:DiVA.org:miun-37834DiVA, id: diva2:1374459
Conference
MADIF11: the eleventh research seminar of the Swedish Society for Research in Mathematics Education, Karlstad, January 23–24, 2018
Available from: 2019-12-01 Created: 2019-12-01 Last updated: 2019-12-01

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Österholm, Magnus

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Citation style
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  • Other locale
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  • asciidoc
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