Geraniou, Eirini;
Jankvist, Uffe;
Elicer, Raimundo;
Tamborg, Andreas;
Misfeldt, Morten;
(2024)
Towards a definition of “mathematical digital competency for teaching.
ZDM – Mathematics Education
10.1007/s11858-024-01585-9.
(In press).
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Abstract
When students engage with a digital tool to tackle a mathematical task, the interplay between their digital competencies and mathematical abilities gives rise to what is termed mathematical digital competency (MDC). Recognising the significance of MDC as an integral component for contemporary students, the relevance of cultivating mathematical digital competency for teaching (MDCT) becomes apparent. We posit that for teachers to effectively guide students in the development of their MDC, possessing MDCT is imperative. In this paper, drawing upon the theoretical frameworks of instrumental orchestration, the documentational approach to didactics, and the Danish competencies framework’s six didactico-pedagogical competencies of mathematics teachers, we propose a theoretical conceptualization of teachers’ mathematical and digital competencies in the context of teaching mathematics with technology. Expanding upon the preliminary definition of students’ MDC, we incorporate pedagogic, theoretical elements tailored to teachers, encapsulating it as MDCT. To expound on the various facets of MDCT, we provide an illustrative example featuring a mathematics teacher proficient in the utilisation of digital technologies and programming.
| Type: | Article |
|---|---|
| Title: | Towards a definition of “mathematical digital competency for teaching |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s11858-024-01585-9 |
| Publisher version: | https://doi.org/10.1007/s11858-024-01585-9 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10192420 |
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