Failure to teach/learn mathematics: a complexity-discursive perspective
In this theoretical essay, I build on complexity theory and commognition to theorize the ways in which failure to teach/learn mathematics (FTLM) emerges through the dynamic interactions among teacher, learner, and curriculum demands. I focus on two main concepts of complexity theory: emergence in dy...
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| Published in | Educational studies in mathematics Vol. 119; no. 3; pp. 515 - 533 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Nature B.V
01.07.2025
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| Subjects | |
| Online Access | Get full text |
| ISSN | 0013-1954 1573-0816 |
| DOI | 10.1007/s10649-025-10404-1 |
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| Abstract | In this theoretical essay, I build on complexity theory and commognition to theorize the ways in which failure to teach/learn mathematics (FTLM) emerges through the dynamic interactions among teacher, learner, and curriculum demands. I focus on two main concepts of complexity theory: emergence in dynamic systems and attractor states (stable, self-reinforcing patterns), and link them to the commognitive terms of ritualization (rigid focus on procedures and lack of agency) and identity. The complexity-commognitive view of FTLM is first contrasted against common, more linear explanations of FTLM. This view is then illustrated with two case studies—one exemplifying in micro-scale the short-term stabilization of ritualization in the interactions between the author and Dana, a 7th grade student identified as failing persistently in mathematics; the second exemplifying the temporal emergence of ritualization as an attractor state across 2 years (grades 7–9) in the case of a student, Idit, who was originally identified as a strong student and over the years developed an identity of failure. Finally, I discuss methodological, empirical, and practical implications of this complexity-commognitive view of FTLM. |
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| AbstractList | In this theoretical essay, I build on complexity theory and commognition to theorize the ways in which failure to teach/learn mathematics (FTLM) emerges through the dynamic interactions among teacher, learner, and curriculum demands. I focus on two main concepts of complexity theory: emergence in dynamic systems and attractor states (stable, self-reinforcing patterns), and link them to the commognitive terms of ritualization (rigid focus on procedures and lack of agency) and identity. The complexity-commognitive view of FTLM is first contrasted against common, more linear explanations of FTLM. This view is then illustrated with two case studies—one exemplifying in micro-scale the short-term stabilization of ritualization in the interactions between the author and Dana, a 7th grade student identified as failing persistently in mathematics; the second exemplifying the temporal emergence of ritualization as an attractor state across 2 years (grades 7–9) in the case of a student, Idit, who was originally identified as a strong student and over the years developed an identity of failure. Finally, I discuss methodological, empirical, and practical implications of this complexity-commognitive view of FTLM. |
| Author | Heyd-Metzuyanim, Einat |
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