Re-envisioning our journey of learning in mathematics

ABSTRACT

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.

KEYWORDS:

• Complexity adaptive system
• learning
• university mathematics

Disclosure statement

No potential conflict of interest was reported by the author.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This project was supported by the Stellenbosch University Teaching Fellowship Award.