# Framework Mathematics and Numeracy Netherlands

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* [http://www.fi.uu.nl/mbo/raamwerkrekenenwiskunde/welcome.xml?language=en Reference framework mathematics and numeracy] (the Netherlands) | * [http://www.fi.uu.nl/mbo/raamwerkrekenenwiskunde/welcome.xml?language=en Reference framework mathematics and numeracy] (the Netherlands) | ||

* [[Towards the Development of a Common European Framework of Reference for Mathematics in the Workplace and Society]] | * [[Towards the Development of a Common European Framework of Reference for Mathematics in the Workplace and Society]] | ||

- | * Wijers, M., Bakker, A. and Jonker, V. (2010). {{refworks|A framework for mathematical literacy in competence-based secondary vocational education| | + | * Wijers, M., Bakker, A. and Jonker, V. (2010). {{refworks|A framework for mathematical literacy in competence-based secondary vocational education|3432}}. In A. Araujo, A. Fernandes, A. Azevedo and J. Francisco Rodrigues (Eds.), Educational Interfaces Between Mathematics and Industry (EIMI) (pp. 583-596). Porto, Portugal: EIMI (ICMI/ICIAM). |

==Versions of this document== | ==Versions of this document== |

## Current revision as of 04:57, 11 October 2010

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* Raamwerk_wiskunde_mbo_(Algemeen) (dutch)

## Contents |

## General

The Reference framework mathematics and numeracy document (developed in the Netherlands) is a framework for mathematics that is modeled after the Common European Framework for the Modern Languages (CEF). Its goals are similar to that of the CEF in the sense that the framework should assist in formulating attainment levels for education, and therefore allow easier comparison of different qualifications. Although the framework for mathematics is especially developed within and for senior secondary vocational education in the Netherlands, it is formulated in such a way that it should be useful in vocational education and training more widely.

## Principles

Two principles have guided the design of the framework:

- The framework should allow to define the levels of mathematical literacy required for different types of work.
- It should allow to define a minimum mathematical literacy for citizens.

The framework works with 6 levels of competency

- Z
- Z2 - The situation is complex and may require active influencing by adjusting and developing new mathematical models, defining new formulas and adjusting or constructing procedures. More complex computations are required to solve a problem.
- Z1 - The situation is complex and may require active influencing by re-modeling mathematical models, redefining formulas and revisiting procedures. More complex computations are required to solve a problem.

- Y
- Y2 - The situation can be more or less familiar, more complex and requires certain actions based on familiar and set procedures, using known mathematical models, formulas and calculations. More actions are required to solve the problem.
- Y1 - The situation can be more or less familiar, more complex and requires certain actions based on familiar and set procedures. More actions are required to solve the problem.

- X
- X2 - The situation is more or less familiar and familiarm unambiguous and clear. Actions are simple and concrete
- X1 - The situation is familiar, unambiguous and clear. Actions are simple and concrete

There are four strands to place the mathematical content:

- Number, quantity, measure
- Space and shape
- Data handling and uncertainty
- Relationships and change

## References

- Reference framework mathematics and numeracy (the Netherlands)
- Towards the Development of a Common European Framework of Reference for Mathematics in the Workplace and Society
- Wijers, M., Bakker, A. and Jonker, V. (2010). A framework for mathematical literacy in competence-based secondary vocational education. In A. Araujo, A. Fernandes, A. Azevedo and J. Francisco Rodrigues (Eds.), Educational Interfaces Between Mathematics and Industry (EIMI) (pp. 583-596). Porto, Portugal: EIMI (ICMI/ICIAM).

## Versions of this document

- 20081220, wikiteam