Re-envisioning our journey of learning in mathematics

Autores: Ingrid M. Rewitzky
Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 54, Nº. 9, 2023, págs. 1928-1943
Idioma: inglés
DOI: 10.1080/0020739X.2023.2257698
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Resumen
- When embarking on our journey of learning in mathematics, we may envision a linear path of modules for acquiring mathematical knowledge and understanding to reach a predetermined outcome. However, this is a partial representation since the outcome and path are developing and adapting and our learning is continuously emerging. In this paper, our journey of learning in mathematics is re-envisioned as a complex adaptive system with agents, internal diversity, internal redundancy, decentralised control, sources of disruption and sources of coherence. As will be illustrated through the adaptive cycle of a complex adaptive system, learning may emerge between phases of destabilisation and development. For this emergence there needs to be openness to embrace a disruption, reflection to interpret the disruption, connection to respond to the disruption and inspiration to grow and adapt in response to the disruption. There also needs to be a balance between individual and collective learning. Through navigating these cycles along our journey of learning there may be emergence of learning experiences within and beyond mathematics.