Articles
Davis, B., & Sumara, D. (2010). "If things were simple ...": complexity in education.
Journal of Evaluation in Clinical Practice.
Mowat, E., & Davis, B. (2010).
Interpreting Embodied Mathematics using Network Theory: Implications for Mathematics Education.
Complicity: An International Journal of Complexity and Education, 7(1), 1-31.
Wagner, D. & Davis, B. (2010). Feeling number: Grounding number sense in a sense of quantity.
Educational Studies in Mathematics, 74(1), 39-51.
Davis, B., & Renert, M. (2009).
Mathematics for teaching as shared, dynamic participation.
For the Learning of Mathematics, 29(3), 37-43
(Special Issue, guest edited by J. Adler & D. Ball).
Davis, B. (2008). Is 1 a prime number? Developing teacher knowledge through concept study.
Mathematics Teaching in the Middle School (NCTM), 14(2), 86-91.
Davis, B. (2008). Complexity and education: vital simultaneities.
Educational Philosophy and Theory, 40(1), 46-61.
Davis, B., & Sumara D. (2008).
Complexity as a theory of education.
TCI: Transnational Curriculum Inquiry, 5(2), 33-44.
Davis, B., & Sumara, D. (2008).
The death and life of great educational ideas:
why we might want to avoid a critical complexity theory.
Journal of the Canadian Association for Curriculum Studies, 6(1), 163-176.
Sumara, D., Davis, B., & Iftody, T. (2008).
Educating for ethical know-how: curriculum in a culture of participation and complicity.
Curriculum Matters, 4, 20-39.
Davis, B., & Sumara, D. (2007).
Complexity science and education:
Reconceptualizing the teacher’s role in learning. Interchange, 37(1), 53-67.
Jorg, T., Davis, B., & Nickmans, G. (2007).
Towards a new, complexity science of learning and education.
Educational Research Review 2, 145-156.
Sumara, D., & Davis, B. (2007). S
ubjunctive spaces of curriculum: On the importance of eccentric knowledge.
Curriculum Matters, 3(1), 79-91.
Davis, B., & Simmt, E. (2006).
Mathematics-for-teaching:
An ongoing investigation of the mathematics that teachers (need to) know.
Educational Studies in Mathematics, 61(3), 293-319.
Iftody, T., Sumara, D., & Davis, B. (2006).
Consciousness and literary experience:
A case for a biocultural theory of learning.
Language and Literacy, 8(1). Available at
http://www.langandlit.ualberta.ca/Winter2006/Iftody_Sumara_Davis.pdf.
Sumara, D., & Davis, B. (2006).
Correspondence, coherence, complexity:
Theories of learning and their influences on processes of literary composition.
English Teaching: Practice and Critique, 5(2), 34-55
Sumara, D., Davis, B., & Iftody, T. (2006).
Normalizing literary responses in the teacher education classroom.
Changing English, 13(1), 55-67.
Davis, B. (2005). Teacher as consciousness of the collective.
Complicity: An International Journal of Complexity and Education, 2(1), 85-88.
Sumara, D., Davis, B., Filax, G., & Walsh, S. (2005).
Performing an archive of feeling:
Experiences of normalizing structures in teaching and teacher education.
Journal of Curriculum and Pedagogy, 2(2), 173-214
Davis, B. (2005). Trois attitudes dans la recherche en éducation:
autour de “l'explicite", de "l'implicite" et de la "complicité".
Revue des Sciences de l'Éducation, XXXI(2), 397–416.
Davis, B. (2005). Emergent insights into mathematical intelligence from cognitive science.
delta-K: Journal of the Mathematics Council of the Alberta Teachers’ Association, 42(2), 10-19.
Davis, B. (2005). Mathematics-for-teaching:
Interrogating some of the beliefs that give shape to current research and practice.
Notes of the Canadian Mathematics Society. Canadian Mathematics Society.
Available at http://www.math.ca/notes/v37/n5/Notesv37n5.pdf
Davis, B., & Sumara, D. (2005). Complexity science and educational action research.
Educational Action Research, 13(3), 453-464.
Davis, B., & Sumara, D. (2005). Challenging images of knowing:
Complexity science and educational research.
International Journal of Qualitative Studies in Education, 18(3), 305-321.
Davis, B., & Upitis, R. (2004).
Pending knowledge: On the complexities of teaching and learning.
JCT: Journal of Curriculum Theorizing, 20(3), 113-128.
Davis, B. (2003). Toward a pragmatics of complex transformation.
Journal of the Canadian Association of Curriculum Studies, 1(1), 39-45.
Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics teaching and complexity science.
Journal for Research in Mathematics Education, 34(2), 137-167.
Davis, B., & Sumara, D. (2003). Listening to how you’re heard:
on translations, mistranslations, and really bad mistranslations
(A response to Stuart McNaughton and Nicholas Barbules).
Teaching Education, 14(2), 149-152.
Davis, B., & Sumara, D. (2003). Why aren't they getting this?
Working through the regressive myths of constructivist pedagogy.
Teaching Education. 14(2), 123-140.
Davis, B., & Sumara, D. (2002). Constructivist discourses and the field of education:
Problems and possibilities. Educational Theory, 52(4), 409-428.
Luce-Kapler, R., Sumara, D. & Davis, B. (2002).
Rhythms of knowing: Toward an ecological theory of learning in action research.
Educational Action Research, 10(3), 335-352.
Towers, J. & Davis, B. (2002). Structuring occasions.
Educational Studies in Mathematics, 49: 313-340.
Davis, B. (2001). Why teach mathematics to all students?
For the Learning of Mathematics, 21(1), 17-24.
Davis, B., & Sumara, D. (2001). Learning communities:
Understanding the workplace as a complex system.
New Directions for Adult and Continuing Education, no. 92 (Winter).
Sumara, D., Davis, B., & Laidlaw, L. (2001). Ecological postmodernism and curriculum theory:
The example of Canada. Canadian Journal of Education, 26(2), 144-163.
Davis, B. & Sumara, D. (2000). Curriculum forms:
On the assumed shapes of knowing and knowledge.
Journal of Curriculum Studies, 32(6), 821-845.
Davis, B. (1999). Basic irony:
Examining the foundations of school mathematics with preservice teachers.
Journal of Mathematics Teacher Education, 2(1), 25-48.
Davis, B. & Sumara, D.J. (1999). Another queer theory:
Reading complexity theory as a moral and ethical imperative.
JCT: Journal of Curriculum Theorizing, 15(2), 19-38.
Sumara, D.J. & Davis, B. (1999).
Interrupting heteronormativity: Toward a queer curriculum.
Curriculum Inquiry, 29(2), 191-208.
Simmt, E., & Davis, B. (1998).
Fractal cards: A space for exploration in geometry and discrete mathematics.
Mathematics Teacher, 91 (February): 102-108.
Sumara, D., Davis, B., & van der Wey, D. (1998).
The pleasure of thinking. Language Arts, 76(2), 135-143.
Davis, B. (1997). Listening for differences: An evolving conception of mathematics teaching.
Journal for Research in Mathematics Education, 28(3), 355-376.
Davis, B., & Sumara, D. (1997).
Cognition, complexity, and teacher education. Harvard Educational Review, 67(1), 105-125.
Sumara, D. & Davis, B. (1997). Enactivist theory and community learning:
Toward a complexified understanding of action research.
International Journal of Educational Action Research, 5(3), 403-422.
Davis B., Sumara, D.J., & Kieren, T.E. (1996).
Cognition, co-emergence, curriculum. Journal of Curriculum Studies, 28(2), 151-169.
Kieren, T.E., Davis, B., & Mason, R.T. (1996). Fraction flags:
Learning from children to help children learn.
Mathematics Teaching in the Middle School, 2(1), 14-19.
Davis, B. (1995). Hearing otherwise and thinking differently:
Enactivism and school mathematics. (Recipient of the 1994 T.T. Aoki Award).
JCT: An Interdisciplinary Journal of Curriculum Studies, 11(4), 31-56.
Davis, B. (1995). Why teach mathematics? Mathematics education and enactivist theory.
For the Learning of Mathematics, 15(2), 2-8.
Davis, B. (1994). Mathematics teaching: Moving from telling to listening.
Journal of Curriculum and Supervision, 9(3), 267-283.
