How Could Mathematics Teachers Know Complexity Inquiry?
Keywords:
Concept study, Equivalent fractions, ComplexityAbstract
In order to provide a transforming way of knowing for teachers’ professional learning, this paper uses narrative to present the knowledge emerging from teachers as participants in a concept study derived from complexity science. There are three components in the narrative: what knowledge emerged from concept study; what has been changed for the emerged knowledge; and where we are going with complexity. The narrative provides not only a lived example but a framework for the action towards the transforming way of knowing for teachers’ professional learning.
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