The Construction of Mathematical Concepts According to a Model Based on Mathematical Competencies

Besim Berisha

The aim of this research is to examine how a learning process can be prepared, designed and developed in such a way that students are enabled to fully construct mathematical concepts through creativity, prior knowledge and the development of skills that constitute mathematical competence. The paper analyzes the definition of mathematical competencies in relation to content and mathematical processes such as modelling, problem solving, argumentation, reasoning and communication, in order to explore the relationship between mathematical content and the learning process. Mathematical content is structured through mathematical organization based on the anthropological theory of didactics (TAD), which allows a detailed characterization of the structure of mathematical learning. At the same time, mathematical competencies are observed as long-term educational goals, emphasizing the importance of examining how students articulate their progress through the study of mathematical content. The development of competencies is described through increasing levels of task complexity, in accordance with the groups of competencies defined within the PISA framework.