### Abstract

In this paper, we explore teachers’ use of a curriculum framework involving mathematical competencies in planning teaching activities. We have used data from a pilot learning management system and Epistemic Network Analysis to plot a visualisation of a 2D space displaying a network of teachers’ associations of mathematical competencies to their teaching activities. We interpret this visualisation to create a conceptual model for how teachers understand mathematical competencies when planning classroom activities.

Original language | English |
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Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education : (CERME11, February 6 – 10, 2019) |

Editors | U.T. Jankvist, M. Van den Heuvel-Panhuizen, M. Veldhuis |

Number of pages | 8 |

Place of Publication | Utrecht, NL |

Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University and ERME |

Publication date | 2019 |

Pages | 4162-4169 |

ISBN (Electronic) | 978-90-73346-75-8 |

Publication status | Published - 2019 |

Event | 11th Congress of European Research in Mathematics Education - Utrecht University , Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 Conference number: 11 https://cerme11.org |

### Conference

Conference | 11th Congress of European Research in Mathematics Education |
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Number | 11 |

Location | Utrecht University |

Country | Netherlands |

City | Utrecht |

Period | 06/02/2019 → 10/02/2019 |

Internet address |

### Keywords

- Epistemic network analysis
- learning management systems
- mathematical competencies
- teacher planning

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## Cite this

Allsopp, B. B., Dreyøe, J., Tamborg, A. L., Eagan, B., Tabatabi, S., Shaffer, D. W., & Misfeldt, M. (2019). Exploring teachers’ assignment of mathematical competencies to planned lessons using Epistemic Network Analysis. In U. T. Jankvist, M. Van den Heuvel-Panhuizen, & M. Veldhuis (Eds.),

*Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: (CERME11, February 6 – 10, 2019)*(pp. 4162-4169). Freudenthal Group & Freudenthal Institute, Utrecht University and ERME. https://www.mathematik.uni-dortmund.de/~erme/index.php?slab=proceedings