Mathematics Learning and Exceptionality through a Complexity Lens

Rumi Rumiati & Geoff Woolcott

Mathematics learning can be seen as a multi-factored, human-designed system and complexity theory appears to be useful in explaining phenomena within this system (Davis, Sumara & Luce-Kapler, 2008). The poster proposes a model for understanding and interpreting complex interactions in the mathematics learning of exceptional students. The model uses approaches based in studies of metapatterns and complex systems (Volk & Bloom, 2007) and the multi-mediator approaches used in White and Levin (2013) to represent the emergence of a complex mathematics learning system. The model allows inclusion of social, cultural and environmental factors which may affect mathematics learning for exceptional students. References Davis, B., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds:Changing teaching in complex times (2nd ed.). New York & London: Routledge. Volk,T., & Bloom, J. (2007). The use of metapatterns for research into complex systems of teaching, learning and schooling. Complicity: An international Journal of Complexity and Education, 49 (1), 25-43. White, D.G., & Levin, J.A. (2013). Navigating the turbulent waters of school reform guided by complexity theory. Paper presented at the meetings of the American Educational Researcher Association, San Fransisco, CA. paper accessed from http:/tinyurl.com/White-Levin-AERA2013.

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Research papers will be blind reviewed by a panel of peers approved by the conference committee. The main purpose of the refereeing process is to contribute to the growth and development of quality practice in mathematics education research. Thus reviewers are asked to assist authors by providing helpful feedback and to comment on the suitability of papers for presentation at the conference. Accordingly, it will not be assumed that published papers presented at the conference will be as polished as articles in scholarly journals. Referees will be asked to assess papers being reviewed against the accepted norms for scholarly works presented at MERGA conferences, as set out above.

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Mathematics Learning and Exceptionality through a Complexity Lens

Mathematics Learning and Exceptionality through a Complexity Lens

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