NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1105199
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2148-9955
How Could Mathematics Teachers Know Complexity Inquiry?
Wang, Xiong
International Journal of Research in Education and Science, v2 n2 p300-305 Sum 2016
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.
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A