Mathematical competence, teaching, and learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)
Author(s) / Creator(s)
Lee, Kerry
Abstract / Description
In this commentary, I focus on the notion of competence and issues related to the distinction between knowing how mathematical problems are solved versus knowing how to teach mathematics. Although definitions of competence may necessarily be affected by value judgements and thus less amenable to factual answers, providing a defensible definition is important because it affects eligibility for intervention and treatment. One way to tackle this issue is to focus on the identification of prerequisite skills and concepts needed for particular domains of mathematics. Recent work on fraction and algebra has shown that long held assumptions may need to be re-examined. On knowledge versus application, some cautionary notes are made on the importance of not losing sight of translating our knowledge of processes involved in mathematical problem solving into better pedagogical practices. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]
Keyword(s)
mathematical competence utility of research criterion- versus norm-referencedPersistent Identifier
Date of first publication
2016-04-29
Journal title
Journal of Numerical Cognition
Volume
2
Issue
1
Page numbers
48–52
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
notReviewed
Is version of
Citation
Lee, K. (2016). Mathematical competence, teaching, and learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016). Journal of Numerical Cognition, 2(1), 48–52. https://doi.org/10.5964/jnc.v2i1.25
-
jnc.v2i1.25.pdfAdobe PDF - 707.1KBMD5: 9e003f21f86fddfe88d3cadafd19f6b3
-
There are no other versions of this object.
-
Author(s) / Creator(s)Lee, Kerry
-
PsychArchives acquisition timestamp2018-11-21T11:42:39Z
-
Made available on2018-11-21T11:42:39Z
-
Date of first publication2016-04-29
-
Abstract / DescriptionIn this commentary, I focus on the notion of competence and issues related to the distinction between knowing how mathematical problems are solved versus knowing how to teach mathematics. Although definitions of competence may necessarily be affected by value judgements and thus less amenable to factual answers, providing a defensible definition is important because it affects eligibility for intervention and treatment. One way to tackle this issue is to focus on the identification of prerequisite skills and concepts needed for particular domains of mathematics. Recent work on fraction and algebra has shown that long held assumptions may need to be re-examined. On knowledge versus application, some cautionary notes are made on the importance of not losing sight of translating our knowledge of processes involved in mathematical problem solving into better pedagogical practices. [Commentary on: Alcock, L., Ansari, D., Batchelor, S., Bisson, M.-J., De Smedt, B., Gilmore, C., . . . Weber, K. (2016). Challenges in mathematical cognition: A collaboratively-derived research agenda. Journal of Numerical Cognition, 2, 20-41. doi:10.5964/jnc.v2i1.10]en_US
-
Publication statuspublishedVersion
-
Review statusnotReviewed
-
CitationLee, K. (2016). Mathematical competence, teaching, and learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016). Journal of Numerical Cognition, 2(1), 48–52. https://doi.org/10.5964/jnc.v2i1.25en_US
-
ISSN2363-8761
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1234
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1426
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/jnc.v2i1.25
-
Keyword(s)mathematical competenceen_US
-
Keyword(s)utility of researchen_US
-
Keyword(s)criterion- versus norm-referenceden_US
-
Dewey Decimal Classification number(s)150
-
TitleMathematical competence, teaching, and learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016)en_US
-
DRO typearticle
-
Issue1
-
Journal titleJournal of Numerical Cognition
-
Page numbers48–52
-
Volume2
-
Visible tag(s)Version of Record