Understanding Learning Systems: Mathematics Education and Complexity Science.

By B. Davis, E. Simmt. 2003

319 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Computational Theory and Mathematics, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/5f223a55853c10c0288aac82142ba72a5e5dcb31

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Computational Theory and Mathematics

In Management Science and Operations Research

Citations in the corpus

Fostering Cognitive Development Through the Context of Mathematics: Results of the CAME Project (2007, methodology): “Such was the understanding used at the time - 1993-1997 - of the CAME project: more recently a more subtle and complex view of the process as it applies to learning in mathematics is to be found in Davis and Simmt (2003). In Shay er (2003) is a strong argument, based on original quota tions from Vyg”
The student well-being model: a conceptual framework for the development of student well-being indicators (2014, background): “…to be embedded or ‘nested’ in the multiple and intersecting spheres of students’ lives, such as the classroom, school, family, community, and natural and built environment (see also Davis & Simmt, 2003; Davis & Sumara, 2006; Earls & Carlson, 2001; Eccles & Roeser, 2011; Lerner & Overton, 2008).”
Collective Mathematical Understanding as Improvisation (2006, methodology): “…would also suggest that an improvisational group, where coacting is constantly occurring, can be seen as a kind of complex system, as described by Davis and Simmt (2003) where “under certain circumstances agents can spontaneously cohere into functional collectives—that is they can come together…”
A framework for analyzing the collaborative construction of arguments and its interplay with agency (2012, background): “Forman (2003) asserts that through the communication that occurs in the classroom, students learn to organize and make meaning of the particular instructional task.”
Mathematics Education in the Early Years: Building Bridges (2009, background): “In particular, it has many synergies with the work of Davis & Simmt (2003), in which learning environments are read as adaptive as well as self-organising complex systems.”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “As individual sense making and collective knowledge emergence are co-implicated in interactive learning situations ( Davis & Simmt, 2003 ), children’s bodies as learning systems are necessarily embedded in individual and collective ways of learning geometrical concepts.”
Cur r iculum Resear ch : Tow ar d a Fr amew or k for "Resear ch -based Cur r icula" (2007, background): “Such observation is critical, because events and properties emerge in such interactions that cannot be predicted or understood solely in terms of analyses of the components but must be understood as a complex system (Davis & Simmt, 2003; Herbst, 2003).”
Cognitive styles, dynamic geometry and measurement performance (2009, background): “is a complex reality and the introduction of technology may bring more complexity (Davis and Simmt 2003).”
Introduction: Conceptual Overview of Lesson Study (2011, background): “These events cannot be understood by independent analysis of each separate part ( Davis and Summitt 2003; Herbst 2003).”
Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom (2008, background): “The role of the teacher then shifts: “a key element in effective teaching is not maintaining control over ideas and correctness, but the capacity to disperse control” (Davis & Simmt, 2003, p. 153).”