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A Comparative Analysis of the Orientation to Mathematical Competency Acquisition in School Curricula in Germany, Korea, and Norway

In: Initiationen mathematikdidaktischer Forschung

Author

Listed:
  • Nils Buchholtz

    (Universität Hamburg, Fakultät für Erziehungswissenschaft)

  • Oh Nam Kwon

    (Seoul National University, Department of Mathematics Education)

  • Kyungwon Lee

    (Seoul National University, Department of Mathematics Education)

  • Guri Nortvedt

    (Universität Oslo, Institutt for lærerutdanning og skoleforskning)

Abstract

The orientation of school curricula for mathematics in many countries is based on the formulation of central competencies that students should learn in class. The idea of competency orientation takes up central mathematical ways of thinking and working, which should be taught in addition to the mathematical content in the classroom. By means of a comparative description of competence orientation in three countries, Germany, Korea, and Norway, we show how the educational policy idea of competence orientation has developed as an example. By examining the similarities and differences between the countries, it becomes clear which guiding ideas are linked to competence orientation, and how research in mathematics education can influence educational policy in the countries.

Suggested Citation

  • Nils Buchholtz & Oh Nam Kwon & Kyungwon Lee & Guri Nortvedt, 2022. "A Comparative Analysis of the Orientation to Mathematical Competency Acquisition in School Curricula in Germany, Korea, and Norway," Springer Books, in: Nils Buchholtz & Björn Schwarz & Katrin Vorhölter (ed.), Initiationen mathematikdidaktischer Forschung, chapter 0, pages 545-566, Springer.
    • Handle: RePEc:spr:sprchp:978-3-658-36766-4_28
    DOI: 10.1007/978-3-658-36766-4_28
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