Whole number arithmetic—competency models and individual development (original) (raw)

Abstract

Competence models have been developed to describe levels of competence in mathematics and particularly in the domain of whole numbers. So far, only descriptions of what competence at different levels actually means are available, but current models do not describe how children can reach the next level. In this article, we propose a fine-grained description of the five levels of competence in the domain of numbers as proposed in a competence model for the primary school level that was based on theoretical and empirical research. Moreover, we discuss students􏰕 errors on three items to show how such a detailed analysis can provide additional information about how to support students in their development. We suggest that with such a combined empirical-psychological perspective, competence models can provide guidance for instruction.

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