COMPLEXITY THEORY AND MATHEMATICAL EDUCATION

THE CHALLENGE OF RECONNECTING KNOWLEDGE

Abstract

This article investigates the contribution of Complexity Theory to the promotion of integrated and interdisciplinary mathematics education, aimed at reconnecting knowledge in the educational context. First, it grounds Complexity Theory in the contemporary world, highlighting how it can favor a more dialogic and satisfactory educational approach for students and teachers. The discussion addresses the potential of complex knowledge to resignify practices and overcome the challenges of fragmented mathematics teaching, traditionally treated in isolation from other knowledge. The central problem is to explore ways to overcome this fragmentation, promoting an interdisciplinary approach that connects mathematics to different areas of knowledge, favoring more integrated and meaningful learning. The methodology used was a bibliographical research, aimed at understanding the various theoretical nuances on the subject. The results highlight the relevance of Complexity Theory in overcoming the challenges of traditional teaching, providing teachers with alternatives to make mathematics teaching more attractive and meaningful through an integrative and connected vision. Thus, the complexity of knowledge reveals itself to be both a challenge and an opportunity for an education that promotes the reconnection of knowledge, benefiting student learning and contributing to more enriching teaching practices.