Mathematical competence and basic competences in science and technology

Articol postat la 8 December 2009.

3. Ma thema tical literacy and basic competences in science and technology

Mathematical literacy is the ability to use addition, subtraction, multiplication, division and ratios in mental and written computation to solve a range of problems in everyday situations. The emphasis is on process rather than output, on activity rather than knowledge. Scientific literacy refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world. Competence in technology is viewed as the understanding and application of that knowledge and methodology in order to modify the natural environment in response to perceived human wants or needs.

3.1. Mathematical literacy

At the most basic level, mathematical literacy comprises the use of addition and subtraction, multiplication and division, percentages and ratios in mental and written computation for problem-solving purposes.

As mathematical competence develops further, it involves, as appropriate to the context, the ability and
willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs/charts) which have universal application in explaining and describing reality.

The competence consists of the following elements of knowledge, skills and attitudes as appropriate to the context:

Knowledge

Sound knowledge and understanding of numbers and measures and the ability to use them in a variety of everyday contexts is a foundation skill that comprises the basic computation methods and an understanding of elementary forms of mathematical presentation such as graphs, formulas and statistics.
Sound knowledge of mathematical terms and concepts, including the most relevant theorems of
geometry and algebra.
Knowledge and understanding of the kinds of questions that mathematics may offer an answer to.

Skills

addition and subtraction;
multiplication and division;
percentages and ratios;
weights and measures

to approach and solve problems in everyday
life, e.g.:

managing a household budget (equating income to expenditure, planning ahead, saving);
shopping (comparing prices, understanding weights and measures, value for money);
travel and leisure (relating distances to travel time; comparing currencies and prices).

Ability to follow and assess chains of arguments, put forward by others, and to uncover the basic ideas in a given line of argument (especially a proof), etc.
Being able to handle mathematical symbols and formulae, to decode and interpret mathematical language and to understand its relations to natural language. Ability to communicate in, with, and about
mathematics.
Ability to think and reason mathematically (mastering mathematical modes of thought, abstracting and generalising where relevant to the question and modelling mathematically (i.e. analysing and building models) by using and applying existing models to questions posed.
Being able to understand and utilise (decode, interpret and distinguish between) different sorts of representations of mathematical objects, phenomena and situations, choosing and switching between representations as and when appropriate.
Disposition towards critical thinking; ability to distinguish between different kinds of mathematical statements (between e.g. an assertion and an assumption, etc.);understanding of mathematical proofs and
the scope and limitations of a given concept.
Ability to make use of aids and tools (including IT).

Attitudes

Readiness to overcome the ‘fear of numbers’.
Willingness to use numerical computation in order to solve problems in the course of day-to-day work and domestic life.
Respect for truth as the basis of mathematical thinking.
Willingness to look for reasons to support one’s assertions.
Willingness to accept or reject the opinions of others on the basis of valid (or invalid) reasons or proofs.

3.2. Competence in science and technology

Scientific competence is the ability and willingness to use the body of knowledge and the methodology employed in the field of science to explain the natural world. Competence in technology is viewed as the application of that knowledge in order to modify the natural environment in response to perceived human wants or needs.

The competence consists of the following elements of knowledge, skills and attitudes as appropriate to the context:

Knowledge

Knowledge of basic principles of the natural world, of technology and of technological products and
processes.
Understanding of the relationship between technology and other fields: scientific progress (for example in medicine), society (values, moral questions), culture (for instance multimedia), or the environment (pollution, sustainable development).

Skills

Ability to use and manipulate technological tools and machines as well as scientific data and insights to achieve a goal or reach a conclusion.
Ability to recognise the essential features of scientific inquiry.
Ability to communicate conclusions and the reasoning that led to them.

Attitudes

Curiosity about and a critical appreciation of science and technology including safety or security issues as well as ethical questions.
Positive yet critical attitude towards the use of factual information and awareness of the need for a logical process in drawing conclusions.
Willingness to acquire scientific knowledge and interest in science and scientific or technological careers.

Source:

Key competences for lifelong learning – A European Reference Framework