ABSTRACT
Over the past two decades, interest in complex systems has emerged in the mathematics education community among both researchers and practitioners, appearing as calls to move from hierarchy-based to network thinking (Burton, 1999), to be attentive to nested and intertwining complex learning systems (Davis & Simmt, 2003), and as a source for new topics of study. In this paper we provide an overview of complexity and point to its presence and impact in the field.
