Towards a definition of “mathematical digital competency”
Towards a definition of “mathematical digital competency”
复制标题
走向“数学数字能力”的定义
DOI：
10.1007/s10649-019-09893-8
复制
发表时间：
2019
影响因子：
3.2
通讯作者：
Uffe Thomas Jankvist
中科院分区：
文献类型：
--
作者：
E. Geraniou;Uffe Thomas Jankvist
由于数字技术嵌入当今的数学教育中，我们经常看到学生同时使用数学能力和数字能力的例子。然而，在相关文献中，这些并不被视为一个相互关联的整体。基于回顾现有的数学和数字能力框架，并通过探索实证示例，本文解决了如何思考和理解组合的“数学数字能力”（MDC）的问题。为此，本文依靠工具方法和概念领域的两个理论框架来“架起”数学和数字能力描述的桥梁。
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.