Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective

Kai Lin Yang, Tai Yih Tso, Ching Shu Chen, Yuan Horng Lin, Shiang Tung Liu, Su Wei Lin, Kin Hang Lei

Research output: Contribution to journalArticlepeer-review

Abstract

Possessing the mathematical competence to encounter the challenges under globalisation and the ubiquity of digital technology is an important goal of education. Herein, we propose a broad conceptual framework for understanding and developing mathematical competence. The framework comprises four non-overlapping but interlinked cores: learning, knowing, applying, and viewing. Our framework encompasses ontological, epistemological, and pedagogical dimensions based on a multi-dual perspective. The proposed framework serves as a foundation for generating different learning paths to develop mathematical competence. Examples of learning paths are provided to illustrate the correlative and complementary relationships among the cores of mathematical competence.

Original languageEnglish
JournalInnovations in Education and Teaching International
DOIs
Publication statusAccepted/In press - 2019 Jan 1

Keywords

  • Applying
  • knowing
  • learning
  • mathematical competence
  • viewing

ASJC Scopus subject areas

  • Education

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