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Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design: A Literature Review

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisReviewForskningpeer review

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Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design : A Literature Review. / Pedersen, Mathilde Kjær; Bach, Cecilie Carlsen; Gregersen, Rikke Maagaard; Højsted, Ingi Heinesen; Jankvist, Uffe Thomas.

I: Mathematics , Bind 9, Nr. 4, 444, 02.2021.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisReviewForskningpeer review

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@article{6f312125972f45508f5c04bd8452690b,
title = "Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design: A Literature Review",
abstract = "Representations are crucial to mathematical activity, both for learners and skilled mathe-maticians. Digital technologies (DT) to support mathematical activity offer a plethora of new possi-bilities, not least in the context of mathematics education. This paper presents a literature review on representations and activation of students{\textquoteright} representation competency when using DT in mathematics teaching and learning situations. It does so with a starting point in task designs involving digital tools aiming to activate representation competency, drawing on the notion of Mathematical Digital Boundary Object (MDBO). The 30 studies included in the literature review are analyzed using Duval{\textquoteright}s registers of semiotic representations and the representation competency from the Danish KOM framework. The results reveal a clear connection between the mathematical topics ad-dressed and the types of representation utilized, and further indicate that certain aspects of the representation competency are outsourced when DT are used. To activate the representation competency in relation to the use of DT, we offer five suggestions for consideration when designing mathematical tasks. Finally, we raise the question of whether DT create new representations or merely new activities.",
keywords = "Computer algebra systems, Dynamic geometry, Representation competency, Task design",
author = "Pedersen, {Mathilde Kj{\ae}r} and Bach, {Cecilie Carlsen} and Gregersen, {Rikke Maagaard} and H{\o}jsted, {Ingi Heinesen} and Jankvist, {Uffe Thomas}",
year = "2021",
month = feb,
doi = "https://doi.org/10.3390/math9040444",
language = "English",
volume = "9",
journal = "Mathematics ",
issn = "2227-7390",
publisher = "MDPI AG",
number = "4",

}

RIS

TY - JOUR

T1 - Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design

T2 - A Literature Review

AU - Pedersen, Mathilde Kjær

AU - Bach, Cecilie Carlsen

AU - Gregersen, Rikke Maagaard

AU - Højsted, Ingi Heinesen

AU - Jankvist, Uffe Thomas

PY - 2021/2

Y1 - 2021/2

N2 - Representations are crucial to mathematical activity, both for learners and skilled mathe-maticians. Digital technologies (DT) to support mathematical activity offer a plethora of new possi-bilities, not least in the context of mathematics education. This paper presents a literature review on representations and activation of students’ representation competency when using DT in mathematics teaching and learning situations. It does so with a starting point in task designs involving digital tools aiming to activate representation competency, drawing on the notion of Mathematical Digital Boundary Object (MDBO). The 30 studies included in the literature review are analyzed using Duval’s registers of semiotic representations and the representation competency from the Danish KOM framework. The results reveal a clear connection between the mathematical topics ad-dressed and the types of representation utilized, and further indicate that certain aspects of the representation competency are outsourced when DT are used. To activate the representation competency in relation to the use of DT, we offer five suggestions for consideration when designing mathematical tasks. Finally, we raise the question of whether DT create new representations or merely new activities.

AB - Representations are crucial to mathematical activity, both for learners and skilled mathe-maticians. Digital technologies (DT) to support mathematical activity offer a plethora of new possi-bilities, not least in the context of mathematics education. This paper presents a literature review on representations and activation of students’ representation competency when using DT in mathematics teaching and learning situations. It does so with a starting point in task designs involving digital tools aiming to activate representation competency, drawing on the notion of Mathematical Digital Boundary Object (MDBO). The 30 studies included in the literature review are analyzed using Duval’s registers of semiotic representations and the representation competency from the Danish KOM framework. The results reveal a clear connection between the mathematical topics ad-dressed and the types of representation utilized, and further indicate that certain aspects of the representation competency are outsourced when DT are used. To activate the representation competency in relation to the use of DT, we offer five suggestions for consideration when designing mathematical tasks. Finally, we raise the question of whether DT create new representations or merely new activities.

KW - Computer algebra systems

KW - Dynamic geometry

KW - Representation competency

KW - Task design

UR - http://www.scopus.com/inward/record.url?scp=85102144655&partnerID=8YFLogxK

U2 - https://doi.org/10.3390/math9040444

DO - https://doi.org/10.3390/math9040444

M3 - Review

VL - 9

JO - Mathematics

JF - Mathematics

SN - 2227-7390

IS - 4

M1 - 444

ER -