ABSTRACT
There is no debate; the fundamental issues confronting mathematics education are so complex that significant help is needed when trying to model them. The underlying complexity of this area probably is what motivated some experts both at the workshop on The Modeling of the Modeling of Mathematics Education, held in Santa Fe, New Mexico in December 2001, and elsewhere to wonder whether help, advice, or at least insight might be found in the formal studies of complexity such as chaos, dynamical systems, fractals, and other forms of mathematics. As discussed here, maybe.
