Mathematical competence for all: Options, implications and obstacles |
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| Authors: | Paulo Abrantes |
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| Institution: | (1) Faculty of Science, Department of Education, University of Lisbon, Campo Grande, Bloco C1, 1700 Lisboa, Portugal |
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| Abstract: | In the recent evolution of Portuguese basic education, the concept of competence and the process of curriculum development
became major aspects of an innovative movement at a national level. Concerning school mathematics, this evolution provided
an opportunity to explore the way in which mathematical competence for all could be defined and interpreted with the purpose
of abandoning a technique-oriented view of the curriculum and the process of developing it. After describing the context and
exploring the concept of competence, this paper presents a formulation for the characteristics of mathematical competence
for all and discusses some of its implications. Finally, the paper tries to identify the obstacles that tend to emerge when
such an approach is proposed in the context of a national curriculum.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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