Next Article in Journal
Meshing Drive Mechanism of Double Traveling Waves for Rotary Piezoelectric Motors
Previous Article in Journal
Community Detection Problem Based on Polarization Measures: An Application to Twitter: The COVID-19 Case in Spain
Previous Article in Special Issue
A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs)

This is an early access version, the complete PDF, HTML, and XML versions will be available soon.

Open AccessReview

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

1
Danish School of Education, Aarhus University, Campus Emdrup, DK-2400 Copenhagen NV, Denmark
2
Faculty of Education, University of the Faroe Islands, FO-100 Tórshavn, Faroe Islands
*
Author to whom correspondence should be addressed.
Academic Editor: Anna Baccaglini-Frank
Mathematics 2021, 9(4), 444; https://doi.org/10.3390/math9040444
Received: 29 January 2021 / Revised: 17 February 2021 / Accepted: 19 February 2021 / Published: 23 February 2021
Representations are crucial to mathematical activity, both for learners and skilled mathematicians. Digital technologies (DT) to support mathematical activity offer a plethora of new possibilities, 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 addressed 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: representation competency; dynamic geometry; computer algebra systems; task design representation competency; dynamic geometry; computer algebra systems; task design
MDPI and ACS Style

Pedersen, M.K.; Bach, C.C.; Gregersen, R.M.; Højsted, I.H.; Jankvist, U.T. Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design—A Literature Review. Mathematics 2021, 9, 444. https://doi.org/10.3390/math9040444

AMA Style

Pedersen MK, Bach CC, Gregersen RM, Højsted IH, Jankvist UT. Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design—A Literature Review. Mathematics. 2021; 9(4):444. https://doi.org/10.3390/math9040444

Chicago/Turabian Style

Pedersen, Mathilde K.; Bach, Cecilie C.; Gregersen, Rikke M.; Højsted, Ingi H.; Jankvist, Uffe T. 2021. "Mathematical Representation Competency in Relation to Use of Digital Technology and Task Design—A Literature Review" Mathematics 9, no. 4: 444. https://doi.org/10.3390/math9040444

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Search more from Scilit
 
Search
Back to TopTop