Forms of knowledge and knowing in mathematics education: informed by concept study based on complexity theory

Simple item page
dc.creatorDeogratias, Emmanuel
dc.date2021-05-07T05:33:59Z
dc.date2021-05-07T05:33:59Z
dc.date2020
dc.date.accessioned2022-10-20T13:25:33Z
dc.date.available2022-10-20T13:25:33Z
dc.descriptionFull text article. Also available at http://ijci.wcci-international.org/index.php/IJCI/article/view/135/188
dc.descriptionThis paper starts by addressing a complexity theory and then distinguishing complex systems from complicated systems. After that, the paper addresses a concept study by connecting it with complex systems because a class is considered as a complex system having many students with different constraints, experiences, and perspectives including learning abilities, genders, and understandings. This connection may explain the need for these structures in mathematics education for individual and collective understandings
dc.identifierDeogratias, E. (2020). Forms of knowledge and knowing in mathematics education: Informed by concept study based on complexity theory. International Journal of Curriculum and Instruction, 12(2), 191-208.
dc.identifierURL:http://ijci.wcci-international.org/index.php/IJCI/article/view/135/188
dc.identifierhttp://hdl.handle.net/20.500.12661/2982
dc.identifier.urihttp://hdl.handle.net/20.500.12661/2982
dc.languageen
dc.publisherWorld Council for Curriculum and Instruction
dc.subjectMathematics education
dc.subjectComplexity theory
dc.subjectConcept study
dc.subjectComplex systems
dc.subjectComplicated systems
dc.subjectMathematics
dc.titleForms of knowledge and knowing in mathematics education: informed by concept study based on complexity theory
dc.typeArticle

Files

Collections

Research Articles