Abstract
The notion of competence is becoming more and more a central notion in education:
it is used by policy makers with the aim of triggering and informing curriculum
reforms. Therefore, the teachers are asked to design and carry on educational
activities and to assess students focusing on the development of competences. We raise
the problem of identification and definition of mathematical competence. In this
developmental paper we show our reflections on the complexity of the idea of
competence taking into account how it is presented in the European institutional
documents and in some educational studies that deal with this topic.
| Lingua originale | Inglese |
|---|---|
| Pagine | 259-266 |
| Numero di pagine | 8 |
| Stato di pubblicazione | Pubblicato - 1 gen 2016 |
| Evento | 40th Conference of the International Group for the Psychology of Mathematics Education - Szeged Durata: 1 gen 2016 → … |
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| ???event.eventtypes.event.conference??? | 40th Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Città | Szeged |
| Periodo | 1/01/16 → … |