The paper presents a scientific justification of the role and position of digital competences in mathematics education in the mathematics curriculum in Bulgaria. The role of students’ digital competences in school math education is determined based on Bulgarian publications in scientific journals. The position of digital competences in Bulgarian mathematics education is discussed in relation to the current educational documentation in Bulgaria. The level of expected learning outcomes in mathematics in the context of digital competences is mapped to the Digital Competence Framework for Citizens – DigComp 2.2. As a result of the analysis, the authors conclude that the development of digital competences of students in the process of learning mathematics can significantly support the development of abstract and critical thinking as well as the acquisition of expected mathematical competences. The mathematics learning process itself provides a meaningful environment for the development of digital competences. However, digital competences do not have an obvious place in the mathematics curriculum documentation and could be used, and developed in parallel, in a much more conscious and purposeful way.

Topics
Students, Learning and learning models, Science education, Curriculum, Schools, Scholarly publishing, Abstracts
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