Competencies and curricula: Danish experiences with a two-dimensional approach

Tomas Højgaard (1) , Jan Sølberg (2)

1 Aarhus University [Aarhus]
2 Department of Science Education [Copenhagen]

Curricula around the world make more and more use of goals trying to capture different kind of processes for the students to master. In Denmark, these ambitions have most recently been described in terms of subject specific competencies. However, bringing such ambitions into the actual teaching practices has proved challenging. KOMPIS was a longitudinal project aimed at developing and examining ways of dealing with some of these challenges in lower secondary Danish classrooms in collaboration with teachers. In this paper, we present aspects relevant to mathematics curricula. As a key point of this analysis, we present a two-dimensional content model derived from KOMPIS that proved useful in supporting competence-based curriculum development and teacher planning. We argue that curriculum descriptions of competency objectives need to be clear and distinct as well as independent of subject matter to be operational.

Mots clés: Competence; mathematical competencies; the KOMPIS project; two-dimensional content framework.

Domaines: Mathématiques [math]; Education

Tomas Højgaard, Jan Sølberg. Competencies and curricula: Danish experiences with a two-dimensional approach. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02429770⟩