The notion of mathematical competence appears to convey a unified vision of mathematical activity which does not depend on the age of the individuals, the specific areas of mathematics and the speicifc fields of experience involved. Paradoxically, however, the articulation of the notion of competence proposed in the recent documents of the Italian Ministry of Education is uneven and fragmented. In this paper we introduce the framework for the notion of "mathematical competence" developed within the Danish project KOM, and present some elements of an experimental study on the mathematical competence of grade 12 and 13 students, based on such theoretical framework.
Le competenze nella soluzione di problemi di matematica
Maracci Mirko
2015-01-01
Abstract
The notion of mathematical competence appears to convey a unified vision of mathematical activity which does not depend on the age of the individuals, the specific areas of mathematics and the speicifc fields of experience involved. Paradoxically, however, the articulation of the notion of competence proposed in the recent documents of the Italian Ministry of Education is uneven and fragmented. In this paper we introduce the framework for the notion of "mathematical competence" developed within the Danish project KOM, and present some elements of an experimental study on the mathematical competence of grade 12 and 13 students, based on such theoretical framework.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
