@article{barcinas_fleener_2023, title={Adult Education, Futures Literacy, and Deep Democracy: Engaging Democratic Visioning and Anticipatory Futures For More Sustainable Futures}, volume={34}, ISSN={["2162-4070"]}, DOI={10.1177/10451595231166726}, abstractNote={ Adult education has historically played a role in modern democracies in support of civic participation and democratic engagement. In the context of a relatively stable and unchanging society, learning “about” and participating “in” the democratic process allow for tweaking the mechanisms of democracy. In present times, taken for granted democratic practices inadequately address the spirit of democracy as social and environmental changes undergo rapid and unanticipated changes. In the context of a past, present, and futures, democracy’s future/s is a vast, complex system that offers practical and inspirational hope to communal living. Anticipatory futures perspectives explore our relationships with the future beyond that of prediction to understand and develop human capacities to enact necessary and important changes for unknown and unanticipated futures. This paper explores the role of adult education in supporting a deep democracy approach for creating more sustainable, ecological, and just futures by developing our relationship with the broad spectrum of anticipatory futures. }, number={3}, journal={ADULT LEARNING}, author={Barcinas, Susan J. and Fleener, M. Jayne}, year={2023}, month={Aug}, pages={131–141} }
 @article{blockchain technologies: a study of the future of education_2022, volume={22}, url={http://dx.doi.org/10.33423/jhetp.v22i1.4956}, DOI={10.33423/jhetp.v22i1.4956}, abstractNote={This paper provides insights into the possible, plausible and desirable futures of using blockchain technologies in education. While several universities and education providers are already beginning to use blockchain technologies for complex record manipulations, accounting, and certification of credentials, a whole-systems approach provides a broader view of the issues, promises and challenges associated with using blockchain technologies in education. The study uses social inquiry and causal layered analysis (CLA) to explore impacts across social, economic, environmental, policy, and values dimensions. Findings suggest the needs for new driving metaphors and myths about the purpose and value of education and its place in society as a public good, challenging traditional narratives of the importance and value of formal education and degrees. The implications of this study include a consideration of wider social factors that become important for implementing transformative change in education, presenting challenges to traditional K-12 and higher education curriculum, outcomes, and infrastructure.}, number={1}, journal={Journal of Higher Education Theory and Practice}, publisher={North American Business Press}, year={2022}, month={Feb} }
 @article{fleener_barcinas_2022, title={Democracy's Relationship With the Future: Transforming Society's Promise}, volume={6}, ISSN={["1552-7840"]}, DOI={10.1177/15413446221103174}, abstractNote={ This essay introduces a juxtaposition of adult education, futures perspectives, transformative learning theory, and democratic engagement. Within adult education, the promise of education, and the possibilities of transformative learning (TL) are often linked to democracy and human freedoms, yet that democratic promise is often left unfulfilled or incomplete. At the same time, futures perspectives coalesce around the strengthening of capacity for adults to change their conceptualizations of and relationships to the future and facilitate skills in navigating discontinuity, complexity, and ambiguity. The inclusion of futures work potentially shifts the TL discourse and may change the ways that we study and support how adults learn, change, and grow through shared human experiences. Futures literacy may become a new dimension for democracies. }, journal={JOURNAL OF TRANSFORMATIVE EDUCATION}, author={Fleener, M. Jayne and Barcinas, Susan J.}, year={2022}, month={Jun} }
 @inbook{futures literacy for adult learning: hopeful futures in complex worlds_2022, booktitle={Global Citizenship for Adult Education: Advancing Critical Literacies for Equity and Social Justice}, year={2022} }
 @article{fleener_coble_2022, title={Queer futuring: an approach to critical futuring strategies for adult learners}, volume={1}, ISSN={["2054-1708"]}, DOI={10.1108/OTH-03-2021-0049}, abstractNote={
Purpose
The purpose of this paper is to develop queer futuring strategies that take into consideration adult learners’ needs in support of transformational and sustainable change for social justice and equity.
}, journal={ON THE HORIZON}, author={Fleener, M. Jayne and Coble, Chrystal}, year={2022}, month={Jan} }
 @article{a social inquiry analysis of post-pandemic higher education: a futures perspective_2021, volume={21}, url={http://dx.doi.org/10.33423/jhetp.v21i10.4622}, DOI={10.33423/jhetp.v21i10.4622}, abstractNote={This paper explores higher education futures post the Corona virus pandemic. It uses futures and social inquiry approaches to explore how post-pandemic times will impact higher education. As a research method, social inquiry connects across social systems to explore complex relationships and impacts, providing a broader perspective of potential influences and synergies of social phenomenon. Social inquiry research shifts focus away from causal affects to explore patterns of connectivity and is therefore an appropriate methodology for futures inquiry. An examination of 141 trends associated with COVID-19 impacts provided the data for futures analyses through a Causal Layered Analysis approach. Three guiding questions including how we can address the challenges and embrace the opportunities of post-pandemic times to create more equitable, inclusive and sustainable higher education futures were explored. Results point to the need to rethink our social metaphors for more equitable and desirable higher education futures. Implications of this research suggest the need to examine and revision the purpose and values of higher education to meet the needs of individuals and society. © 2021, North American Business Press. All rights reserved.}, number={10}, journal={Journal of Higher Education Theory and Practice}, publisher={North American Business Press}, year={2021}, month={Sep} }
 @misc{curriculum theory meets the future: complex spaces where being creates_2021, url={https://doi.org/10.1007/978-981-13-2262-4_234-1}, DOI={10.1007/978-981-13-2262-4_234-1}, journal={Springer - Encyclopedia of Educational Innovation}, year={2021} }
 @article{fleener_barcinas_2020, title={Futurists' relationships with the future: a study of anticipatory meaning-making of ecosystem builders}, volume={22}, ISSN={["1465-9832"]}, DOI={10.1108/FS-04-2020-0039}, abstractNote={PurposeThis study aims to provide insights into ecosystem builder futurists’ work and their orientations toward creating more connected communities of the future.}, number={5-6}, journal={FORESIGHT}, author={Fleener, M. Jayne and Barcinas, Susan}, year={2020}, month={Dec}, pages={633–642} }
 @article{the worlding of teaching: heideggarian being, currere and ontological citizenship_2020, url={https://cej.lib.miamioh.edu/index.php/CEJ/article/view/15}, journal={The Currere Exchange Journal}, year={2020}, month={Jan} }
 @article{the logic of heart_2020, url={https://cej.lib.miamioh.edu/index.php/CEJ/article/view/78}, journal={Currere Exchange Journal}, year={2020} }
 @inbook{ dynamics of a scholarly life: conversational complexity in pursuit of the mysterium tremendum_2018, booktitle={Complexifying Curriculum Studies - Reflections on the Generative and Generous Gifts of William E. Doll, Jr. - Routledge Collection}, year={2018}, month={Mar} }
 @misc{ overcoming excellence gaps: every child challenged_2017, url={http://www.tcrecord.org/Content.asp?ContentID=22098}, journal={Teachers College Record}, year={2017}, month={Jul} }
 @article{a systems perspective of democracy and education: a transformational imperative._2017, url={http://ojs.library.ubc.ca/index.php/jaaacs/issue/view/182814}, journal={The Journal of the American Association for the Advancement of Curriculum Studies}, year={2017} }
 @article{our mathematical relationship with climate change: mathematics education’s ethical imperative_2017, url={http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome32/index.html}, journal={Philosophy of Mathematics Education Journal}, year={2017} }
 @article{fleener_2017, title={The King of Chaos: William E. Doll, Jr}, volume={19}, number={3-4}, journal={Emergence-Complexity & Organization}, author={Fleener, J.}, year={2017} }
 @article{fleener_2016, title={Addressing educations' most intractable problems: A case of failing schools}, volume={18}, number={3-4}, journal={Emergence-Complexity & Organization}, author={Fleener, J.}, year={2016} }
 @article{bastian_fortner_chapman_fleener_mcintyre_patriarca_2016, place={Teachers}, title={Data sharing to drive the improvement of teacher preparation programs}, journal={Teachers' College Record}, publisher={College Record}, author={Bastian, K.C. and Fortner, C.K. and Chapman, A. and Fleener, M.J. and McIntyre, E. and Patriarca, L.}, year={2016} }
 @inbook{stamovlasis_koopmans_2016, place={Berlin}, title={Re-searching methods in educational research}, publisher={Springer Publishing}, author={Stamovlasis, D. and Koopmans}, year={2016} }
 @article{guastello_fleener_2011, title={Chaos, complexity, and creative behavior}, volume={15}, number={2}, journal={Nonlinear Dynamics Psychology and Life Sciences}, author={Guastello, S. J. and Fleener, M. J.}, year={2011}, pages={143–144} }
 @inbook{stewart_2011, title={Creating Spaces for Service Learning Research}, publisher={Information Age Publishing}, author={Stewart, T.}, year={2011} }
 @article{creativity and nonlinear dynamics_2011, journal={Nonlinear Dynamics, Psychology and the Life Sciences}, year={2011}, month={Apr} }
 @inbook{imig__2011, title={Dimensions of teacher education accountability}, publisher={Earley, Teacher Education Policy}, year={2011} }
 @article{post-modern deaning_2011, url={https://www.tandfonline.com/toc/ujcp20/6/2?nav=tocList}, journal={Journal of Curriculum and Pedagogy}, year={2011}, month={Sep} }
 @article{fleener_2009, title={An Afterword: Sustainable Educational Contexts}, volume={6}, ISSN={1550-5170 2156-8154}, url={http://dx.doi.org/10.1080/15505170.2009.10411749}, DOI={10.1080/15505170.2009.10411749}, abstractNote={Borko, H., Liston, D., & Witcomb, J. (2007, September/October). Editorial: Conversations that renew. Journal of Teacher Education, 58(4), 263–268. Robinson, S. (2009). AACTE Response to Education Secretary Arne Duncan’s Address on Teacher Preparation, Teachers College, Columbia University, NY. Wilson, S. et al. (2009). Teacher Quality Education Policy White Paper. National Academy of Education, Washington DC.}, number={2}, journal={Journal of Curriculum and Pedagogy}, publisher={Informa UK Limited}, author={Fleener, M. Jayne}, year={2009}, month={Dec}, pages={82–84} }
 @article{bootstrapping a theory of thinking and learning_2009, volume={6}, number={1}, journal={Complicity: An International Journal of Complexity and Education}, year={2009} }
 @misc{conversational labyrinths and metaphorical journeys_2009, journal={In Complicity: An International Journal of Complexity and Education.6(2)}, year={2009} }
 @article{fleener_2009, title={Post-Modern Deaning: A Call to Action}, volume={6}, ISSN={1550-5170 2156-8154}, url={http://dx.doi.org/10.1080/15505170.2009.10411735}, DOI={10.1080/15505170.2009.10411735}, number={2}, journal={Journal of Curriculum and Pedagogy}, publisher={Informa UK Limited}, author={Fleener, M. Jayne}, year={2009}, month={Dec}, pages={27–33} }
 @article{complexity and postmodern criticality_2008, journal={Journal of the Canadian Association for Curriculum Studies, 6 (1)}, year={2008} }
 @misc{fleener_2008, place={Durham, NC}, title={Learning Dynamics}, note={Nonlinear Dynamics in Psychology and the Life Sciences.}, journal={Nonlinear Dynamics in Psychology and the Life Sciences}, publisher={Carolina Academic Press}, author={Fleener, M.J.Learning Dynamics}, year={2008} }
 @article{fleener_2008, title={Re-Romancing Education}, journal={Process Papers Eleven: Concerning A Different Three Rs for Education}, author={Fleener, M.J.}, year={2008}, pages={54–58} }
 @article{ricks_lu_fleener_2008, title={Understanding students' thinking from an interrelationship perspective}, journal={Journal of Mathematics Education (China)}, author={Ricks, T. and Lu, L. and Fleener, M.J.}, year={2008} }
 @article{fleener_matney_2007, title={Curriculum clearings as being-with mathematics experiences}, volume={3, Number 2}, journal={Journal of Curriculum and Pedagogy. Volume 3, Number 2, Winter 2006}, author={Fleener, M.J. and Matney, G.}, year={2007}, pages={92–106} }
 @article{paradigm shift of normal science_2007, journal={Nonlinear Dynamics, Psychology and the Life Sciences}, year={2007}, month={Jan} }
 @article{fleener_merritt_2007, title={Paradigms Lost? }, volume={11, Number 1}, journal={Nonlinear Dynamics, Psychology and the Life Sciences. Volume 11, Number 1}, author={Fleener, M.J. and Merritt, M.}, year={2007}, pages={1–18} }
 @inbook{robinson_brown_2007, title={Post-Katrina Educational Contexts}, publisher={Professional Preparation, and Community Politics}, author={Robinson, S. and Brown, M.C.}, year={2007} }
 @article{fleener_matney_2006, title={Curriculum Clearings as Being-With-Mathematics Experiences: Authentic Learning through a Heideggerian Lens}, volume={3}, ISSN={1550-5170 2156-8154}, url={http://dx.doi.org/10.1080/15505170.2006.10411607}, DOI={10.1080/15505170.2006.10411607}, abstractNote={This study explores students’ experiences of authentic learning in mathematics. Of interest is the relationship among curricular explorations, classroom conversations, and students’ ways of being with mathematics. As we problematized the notion of authentic learning, we came to explore Heidegger’s notion of authenticity and its relationship with an open, dynamic curriculum. Heuristic inquiry as a methodological approach informed our exploration of students’ authentic mathematics learning experiences as their being-with-others-in-the-world mathematically. Curriculum Clearings as Being-With-Mathematics Experiences 3 “What is the experience of authentic learning in mathematics?” (Matney, 2004) This question has haunted both of us as we have wrestled with helping our students experience their worlds in mathematical ways. The more we have thought about authentic experiences as related to mathematical explorations, relationships, and understandings, the more we have come to realize there is a gap in the literature as well as our own understandings of what it means to have authentic experiences in mathematics classrooms. Further questions plagued us: How and when do authentic experiences occur? Who has these experiences? And ultimately, why do (or don’t) these experiences occur for some students rather than others? These questions infer a delicate dynamic among individuals, how they experience their world, and disciplinary content such as mathematics. They also create a shadow over the mathematics curriculum, for learning, if connected with authentic experiences, cannot be predicted, controlled, or manipulated. In exploring our questions of authenticity and experience, we engage in critical curriculum pedagogy, challenging the notion that the mathematics curriculum is a set body of knowledge or facts. In our exploration of authentic mathematical experiences we find we are engaging in an aspect of curriculum theorizing as described by Bill Pinar in his book: What is Curriculum Theory? (Pinar, 2004). Curriculum theory is, then, about discovering and articulating, for oneself and with others, the educational significance of the school subjects for self and society in the ever-changing historical moment. (p. 16) Authenticity, as essential to what Whitehead referred to as the “romance” of learning, may be an important and overlooked aspect of curriculum theorizing, especially as the notion of authenticity challenges our ideas about the relationship among the curriculum, self, and society. Likewise, within the inquiry process, we provide the spaces for our students to explore for themselves the meanings they have enjoyed of mathematical ways of being. Problematizing Authenticity As we explored the meanings of authenticity, we found many current uses of the word in curriculum and pedagogical discourses to be problematic. Most explorations of authenticity found in the educational literature referred to “real-world” experiences, for example as “the quality of having correspondence to the real world,” (Petraglia, 1998, p. 165) or referenced activities, rather than Curriculum Clearings as Being-With-Mathematics Experiences 4 experiences, that were “meaningful.” The notion of “authentic learning” as tied to curricular activities was especially problematic for us. Tied to “real world” activities, authentic learning experiences have become central to curricular reform efforts. For example, the role of authentic activities as real-world activities in constructivist approaches to the curriculum, has been a focus in mathematics since the first set of standards were published by National Council of Teachers of Mathematics (NCTM) in 1989 (NCTM, 1989). We knew from our experiences as high school mathematics teachers that abstract mathematical ideas from number theory could be as “authentic” for our students as figuring out how many gallons of paint were needed to paint your room and, in fact, were often more “authentically” engaging than these “real-world” problems. Likewise, we knew from our experiences with our students that authenticity did not reside in the curriculum but was an experience of students that could not be predicted or controlled. An activity that, for one group of students, was particularly engaging might not be perceived as relevant or interesting to another group of students or for any particular student within various groups of students. And interest, relevance, and understanding were, we came to believe, not at all the same as authenticity, even though we were still trying to formulate what “authenticity” may mean. Our explorations of the notion of authenticity as an experience our students have, as the “ahaa” moments of awe and romance, where time and space become irrelevant and student’s are driven by their own need to know rather than the requirement to complete an activity or lesson, led us to the phenomenological writings of Heidegger. Theoretical Framework: Complex Self and Authenticity We found Heidegger’s development of the idea of authenticity in relationship to the articulation of self to be helpful in framing and interpreting our research on mathematics students’ experiences of authenticity. Heidegger’s perspective challenges the view that authenticity is a quality of the world, or, in our case, of the curriculum. In order to understand how he uses authenticity, it is necessary to explore his evolving meanings of Da-sein. We focused on Heidegger’s development of this idea as he presented it in Being and Time. Although he continued to explore and challenge his own ideas of Da-sein in later works, it is in Being and Time that he deliberately and most extensively considered the relationship between Dasein and authentic experience. Curriculum Clearings as Being-With-Mathematics Experiences 5 The meaning of Da-sein cannot be given as a simple definition and Heidegger’s use of the idea changes throughout his discussion of it. The concept of Da-sein, of a person’s being-in-the-world, is central to ontological arguments about individuation and identity. Starting with a literal understanding of the word, “Da” means “here” and “sein” means “to be”. So a literal translation of the word, Da-sein, is “to be here” – an ontological claim. Heidegger’s use of the term, however, places the individual in the world in a way that conflates traditional ontological and epistemological boundaries. This becomes particularly apparent as he challenges traditional neo-Platonic views of self as “ousia” or individual substance, replacing and developing his idea of self as “the dynamic absence which lets a living being manifest its appearances” (Zimmerman, 1981). Da-sein, then, is an unfolding of self, of self-in-relation-to-the world and dynamic absence of self negates the simplicity of self-as-being-in-the-world, separate from the relationships that are the becoming of self. Again, the ontological and epistemological merge as our being-in-the-world is ongoing relationship and meanings. Da-sein, then, is the embodiment of being-in-relationship. It is the manifestation of being, or, as Mitchell (2001) explains it: Da-sein is like a space in which things let themselves be seen. If the phenomenal world is like a wood crowed with trees then Da-sein is the clearing in the forest, the space in which phenomena are made manifest. (p.140) This notion of spacing, of dynamic absence, is very different from the idea of self as a place holder, that is, individuated self as existing in space and time. It is not a matter of occupying space, but of creating spaces, clearings in the woods, being-in-the-world. Thus, rather than being as primary, according to Heidegger, what we typically define as self is really secondary, a relationship we experience as we encounter other, just as we come upon the clearing in the woods and recognize it. The “it” we recognize is only an “it” in relation to the woods. Heidegger argues that we lose the sense of being-in-the-world when we abstract being from context, defining self as the clearing, for example, without recognizing the relationships that are the clearing. “The being-in-itself of inner worldly beings is ontologically comprehensible only on the basis of the phenomenon of world” (Heidegger, 1996, p. 76). And an important aspect of our being-in-the-world is Curriculum Clearings as Being-With-Mathematics Experiences 6 our being-with-others in the world. “[The world] is always already the one I share with the others. The world of Da-sein is a with world” (Heidegger, 1996, p. 118, emphasis added) . This notion of “being-withness” becomes important as we elaborate on Heidegger’s ideas about authenticity. Da-sein as a being-in-the-world, being-with the world, chooses to act. Thus, the manifestation of Da-sein, the choices we make as we go about being-in-the-world, is fundamentally Dasein. Authentic Da-sein, then, is an orientation to the world, a being-in-the-world, that embraces our being-with-others. This relationship of self and other, of Da-sein and the “they-self” is described by Mitchell (2001): Then we encounter the world we have a choice; to stand out in relation of Being-with, to impose our own possibilities on the world, and to give our own meanings to entities we find as equipment, or to accept what we find and to attempt to dissolve distantiality and submerge our own Da-sein into that of “the they.” (p.132) Authenticity and inauthenticity, for Heidegger, are therefore ways of being-in-the-world while being-withothers. Authenticity as experience, therefore, confounds common notions of authentic learning as residing in the lessons, materials, or activities, per se. Understanding students’ experiences of authenticity requires an exploration into their “being-with” others. Authentic experiences of mathematics, thus, from this Heideggerian perspective, are ways of being-with mathematics, of participating in the world of mathematics, an orientation toward mathematics that creates a way of being-in-the-world m}, number={2}, journal={Journal of Curriculum and Pedagogy}, publisher={Informa UK Limited}, author={Fleener, M. Jayne and Matney, Gabriel}, year={2006}, month={Dec}, pages={92–106} }
 @article{reeder_cassel_reynolds_fleener_2006, title={Doing Something Different}, volume={8, Number 1}, journal={Curriculum and Teaching Dialogue: A Journal of the AATC}, author={Reeder, S. and Cassel, D. and Reynolds, A. and Fleener, M.J.}, year={2006}, pages={51–68} }
 @misc{fleener_2006, place={Wellesley, MA}, title={Review of The prince of mathematics: Carl Friedrich Gauss}, note={Mathematics Teaching in the Middle School.}, journal={Mathematics Teaching in the Middle School}, publisher={A.K. Peters, Ltd}, author={Fleener, M.J.}, year={2006} }
 @article{fleener_reeder_2006, title={Teaching etcetera}, volume={176}, journal={A Different Three R’s of Education}, author={Fleener, M.J. and Reeder, S.}, editor={Evans, M. and Allan, G.Editors}, year={2006}, pages={141–154} }
 @article{reynolds_fleener_wheatley_robbins_2006, title={The making of intelligence}, volume={11}, journal={International Journal of Learning (11)}, author={Reynolds, A.M. and Fleener, M.J. and Wheatley, G. and Robbins, R.}, year={2006}, pages={1033–1039} }
 @book{chaos, complexity, curriculum & culture_2005, place={New York}, note={Translated into Chinese, 2007).}, publisher={Peter Lang}, editor={Eds.Editor}, year={2005} }
 @article{fleener_2005, title={Learning as dynamic spacing}, volume={2}, number={1}, journal={Complicity: An International Journal of Complexity and Education}, author={Fleener, M.J.}, year={2005}, pages={77–80} }
 @article{fleener_smith_simpson_2005, title={Philosophy and teacher education}, volume={9}, journal={Process Philosophy Papers}, author={Fleener, M.J. and Smith, J.K. and Simpson, D.}, year={2005}, pages={66–75} }
 @article{fleener_forehand_robbins_2005, title={Poststructural perspectives of self and education}, volume={11}, journal={International Journal of Learning}, author={Fleener, M.J. and Forehand, C. and Robbins, R.}, year={2005}, pages={1065–1071} }
 @article{fleener_2004, title={Curriculum dynamics and soul of teaching complexly}, journal={Journal of Thought}, author={Fleener, M.J.}, year={2004}, pages={35–42} }
 @inbook{fleener_richardson_matney_2004, place={Troy, NY}, title={Deterritorializing the curriculum}, booktitle={Democratic Responses in an Era of Standardization}, publisher={Educator’s International Press, Inc}, author={Fleener, M.J. and Richardson, K. and Matney, G.}, editor={Coia, L.Editor}, year={2004}, pages={27–37} }
 @article{fleener_carter_reeder_2004, title={Language games in the mathematics classroom: teaching a way of life}, volume={36}, ISSN={0022-0272 1366-5839}, url={http://dx.doi.org/10.1080/0022027032000150411}, DOI={10.1080/0022027032000150411}, abstractNote={In this paper, we explore the influence of the teacher on the language games being played in a Grade 3 mathematics classroom. The kinds of listening strategies used by the teacher seemed to have an impact on the kind of language game being played as a small group of students engaged in a problem‐solving activity. Understanding classroom conversation from a language‐games perspective is used to explore the kinds of sense‐making, student engagement, and new understandings evolving through classroom discourse. Language games may also be important for encouraging students to extend and transform their understandings. We describe how learning to ‘teach etcetera’ as a way of helping students ‘see‐as’ and move beyond narrowly defined predetermined content may entail playing more open‐ended language games and learning how to ‘listen’.}, number={4}, journal={Journal of Curriculum Studies}, publisher={Informa UK Limited}, author={Fleener, M. Jayne and Carter, Andy and Reeder, Stacy}, year={2004}, month={Jul}, pages={445–468} }
 @inbook{fleener_2004, place={Greenwich, CT}, title={Why mathematics?}, booktitle={Mathematics education within the postmodern}, publisher={Information Age Publishing}, author={Fleener, M.J.}, editor={Walshaw, M.Editor}, year={2004} }
 @article{fleener_reeder_young_reynolds_2003, title={Unfolding mathematical experience through on-going study of the history of mathematics}, volume={XXIV}, number={3}, journal={Action in Teacher Education}, author={Fleener, M.J. and Reeder, S.L. and Young, E. and Reynolds, A.M.}, year={2003}, pages={73–84} }
 @article{fleener_dupree_2002, title={Autobiosophy through Gynocritical Inquiry}, volume={65-76}, journal={Journal of Curriculum Theorizing}, author={Fleener, M.J. and Dupree, G.D.}, year={2002} }
 @book{curriculum dynamics_2002, year={2002} }
 @article{carter_fleener_2002, title={Exploring the teacher’s role in developing autonomy}, volume={2}, journal={Psychology of Mathematics Education}, author={Carter, A. and Fleener, M.J.}, editor={Mewborn, D.S. and Sztajn, P. and White, D.Y. and Wiegel, H.G. and Bryant, R.L. and Nooney, K.Editors}, year={2002}, pages={819–829} }
 @inbook{fleener_2002, place={New York}, title={Logical Foundations for an Organocentric Curriculum}, booktitle={Curriculum Visions}, publisher={Peter Lang Publishers}, author={Fleener, M.J.}, editor={Doll, W. and Gough, N.Editors}, year={2002}, pages={152–162} }
 @article{fleener_adolphson_reeder_2002, title={Robotics activities and constructed problem solving}, volume={2}, journal={Psychology of Mathematics Education}, author={Fleener, M.J. and Adolphson, K. and Reeder, S.}, editor={Cockburn, A.D. and Nardi, E.Editors}, year={2002}, pages={361–367} }
 @article{fleener_reeder_2002, title={The Geometry of Relationship}, journal={Chaos & Complexity Special Interest Group}, publisher={Chaos and Complexity SIG, American Educational Research Association}, author={Fleener, M.J. and Reeder, S.}, year={2002} }
 @article{fleener_2001, title={Educational Standards and High Stakes Testing}, volume={6}, journal={Process Papers}, author={Fleener, M.J.}, year={2001} }
 @article{fleener_2001, title={Educational ether and philosophical spacings:}, journal={Chaos and Complexity  SIG}, publisher={Chaos and Complexity SIG, American Educational Research Association}, author={Fleener, M.J.}, year={2001} }
 @article{fleener_2001, title={Teaching Etcetera}, journal={The Oklahoma Mathematics Teacher}, publisher={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={2001} }
 @article{fleener_2001, place={Urbana-Champaign, IL}, title={The Language Games of Science and Philosophy}, journal={Philosophy of Education}, publisher={Philosophy of Education Society}, author={Fleener, M.J.}, editor={Stone, L.Editor}, year={2001}, pages={378–382} }
 @misc{fleener_2000, place={Gordonsville, VA}, title={Review of Are you as smart as you think? }, note={Mathematics Teaching in the Middle School.}, journal={Mathematics Teaching in the Middle School}, publisher={St. Martin’s Griffin}, author={Fleener, M.J.}, year={2000} }
 @article{fleener_rodgers_1999, title={A systems theoretic approach to understanding transformation in learning communities}, volume={34}, number={1}, journal={Journal of Thought}, author={Fleener, M.J. and Rodgers, D.B.}, year={1999}, pages={9–22} }
 @article{fleener_1999, title={Mindwalking}, journal={Chaos & Complexity SIG}, publisher={American Educational Research Association}, author={Fleener, M.J.}, year={1999} }
 @article{fleener_1999, title={Toward a poststructural mathematics curriculum}, volume={15}, number={2}, journal={Journal of Curriculum Theorizing}, author={Fleener, M.J.}, year={1999}, pages={89–105} }
 @book{fleener_fry_1998, place={Thousand Oaks, CA}, title={Adaptive teacher beliefs for continued professional growth during postmodern transitions}, journal={Strategies for Career-Long Teacher Education: Teacher Education Yearbook VI}, publisher={Corwin Press}, author={Fleener, M.J. and Fry, P.G.}, editor={McIntyre, D.J. and Byrd, D.M.Editors}, year={1998}, pages={154–167} }
 @misc{fleener_review of fomin_genkin_itenberg_1998, place={Boston, MA}, title={Review of Mathematical circles (Russian experience)}, note={Mathematics Teaching in the Middle School.}, journal={Mathematics Teaching in the Middle School}, publisher={American Mathematical Society}, author={Fleener, M.J. and Fomin, D. Review of and Genkin, S. and Itenberg, I.}, year={1998} }
 @article{pourdavood_fleener_1998, title={The ecology of a dialogic community as a socially constructive process}, journal={Teaching Education}, publisher={Teaching Education}, author={Pourdavood, R.G. and Fleener, M.J.}, year={1998} }
 @article{fry_fleener_1997, title={An analysis of teacher-class interaction metaphors}, volume={32}, number={1}, journal={Journal of Classroom Interaction}, author={Fry, P.G. and Fleener, M.J.}, year={1997}, pages={30–35} }
 @article{pourdavood_fleener_1997, title={Evolution of a dialogic community and teacher change}, volume={7}, number={1}, journal={The School Community Journal}, author={Pourdavood, R.G. and Fleener, M.J.}, year={1997}, pages={51–61} }
 @article{fleener_donaldson_craven_1997, title={Exploring and changing visions of mathematics teaching and learning}, volume={9}, number={1}, journal={Mathematics Teaching in the Middle School}, author={Fleener, M.J. and Donaldson, G.D. and Craven, L.D.}, year={1997}, pages={40–43} }
 @article{pourdavood_fleener_1997, title={Impact of a dialogic community on the development of classroom sociocultural norms}, volume={3}, number={4}, journal={Journal for a Just and Caring Education}, author={Pourdavood, R.G. and Fleener, M.J.}, year={1997}, pages={399–417} }
 @article{pourdavood_fleener_1997, title={Sustaining cultures of teaching for liberatory mathematics education}, journal={Psychology of Mathematics Education}, publisher={North American Chapter}, author={Pourdavood, R.G. and Fleener, M.J.}, year={1997} }
 @article{fleener_1997, title={Traveling the Speed of Light – Almost}, journal={The Oklahoma Mathematics Teacher}, publisher={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1997} }
 @article{pourdavood_fleener_1996, title={Examining teachers’ beliefs and practices within a dialogic community}, volume={II}, journal={Psychology of Mathematics Education}, author={Pourdavood, R.G. and Fleener, M.J.}, year={1996}, pages={370–375} }
 @article{fleener_1996, title={Scientific worldbuilding on the edge of chaos}, volume={96}, number={6}, journal={School Science and Mathematics}, author={Fleener, M.J.}, year={1996}, pages={312–320} }
 @inbook{fry_fleener_1995, title={A Freirean approach to teacher change:  }, booktitle={Creating the quality school}, publisher={Magna Press}, author={Fry, P.G. and Fleener, M.J.}, editor={Chance, E.Editor}, year={1995} }
 @article{fleener_pourdavood_fry_1995, title={A study of preservice teachers’ metaphors for the different roles of the mathematics teacher}, volume={II}, journal={Psychology of Mathematics Education}, author={Fleener, M.J. and Pourdavood, R.G. and Fry, P.G.}, year={1995}, pages={104–108} }
 @article{fleener_1995, title={A survey of mathematics teachers’ attitudes about the calculator:  }, volume={14}, number={4}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Fleener, M.J.}, year={1995}, pages={481–498} }
 @article{fleener_1995, title={Alamo Rent-A-Car Commercial.  }, volume={1}, number={5}, journal={Mathematics Teaching in the Middle School}, author={Fleener, M.J.}, year={1995}, pages={394} }
 @article{fleener_westbrook_rogers_1995, title={Learning cycles for mathematics}, volume={14}, number={4}, journal={The Journal of Mathematical Behavior}, author={Fleener, M.J. and Westbrook, S.L. and Rogers, L.N.}, year={1995}, pages={437–442} }
 @article{fleener_1995, title={Numerology:  }, journal={The Oklahoma Mathematics Teacher}, publisher={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1995} }
 @article{fleener_1995, place={Charlottesville, VA}, title={Relationships among experience, philosophy and beliefs related to calculator use}, journal={Technology and Teacher Education Annual}, publisher={Association for the Advancement of Computing in Education}, author={Fleener, M.J.}, editor={Carey, D. and Carey, R. and Willis, D.A. and Willis, J.Editors}, year={1995} }
 @misc{fleener_1995, place={Ormond Beach, FL}, edition={3rd}, title={Review of Exploring number theory with microcomputers }, journal={School Science and Mathematics}, publisher={Camelot Publishing Company]. School Science and Mathematics}, author={Fleener, M.J.}, year={1995} }
 @misc{fleener_1995, place={Ormond Beach, FL}, title={Review of Key dates in number theory history}, journal={School Science and Mathematics}, publisher={Camelot Publishing Company]. School Science and Mathematics}, author={Fleener, M.J.}, year={1995} }
 @article{fleener_1995, title={The relationship between experience and philosophical orientation:  }, volume={14}, number={3}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Fleener, M.J.}, year={1995}, pages={359–376} }
 @inbook{fleener_1994, place={Charlottesville, VA}, title={A research study of teachers’ beliefs about calculator use}, booktitle={Mathematics/Science education and technology, 1994}, publisher={Association for the Advancement of Computing in Education}, author={Fleener, M.J.}, editor={Marks, G.Editor}, year={1994}, pages={56–61} }
 @article{fleener_fry_1994, title={Analyzing metaphors for mathematics teaching}, volume={4}, number={1}, journal={National Forum of Teacher Education Journal}, author={Fleener, M.J. and Fry, P.G.}, year={1994}, pages={55–63} }
 @article{fine_fleener_1994, title={Calculators as instructional tools:  }, volume={13}, number={1}, journal={Journal of Computers in Mathematics and Science Teaching}, author={Fine, A. and Fleener, M.J.}, year={1994}, pages={83–100} }
 @article{fleener_1994, title={Chaos, fractals and dynamic systems:  }, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1994}, pages={6–8} }
 @article{fleener_1994, title={Commercials, number sense and connections:  }, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1994}, pages={4–5} }
 @article{fleener_nicholas_1994, title={Dynamic belief clusters:  }, volume={7}, number={2}, journal={National Forum of Applied Educational Research Journal}, author={Fleener, M.J. and Nicholas, S.N.}, year={1994}, pages={13–22} }
 @inbook{fleener_1994, place={Charlottesville, VA}, title={Is experience enough?:  }, booktitle={Technology and teacher education annual: 1994}, publisher={Association for the Advancement of Computing in Education}, author={Fleener, M.J.}, editor={Carey, D. and Carey, R. and Willis, D.A. and Willis, J.Editors}, year={1994} }
 @article{fleener_fry_1994, title={Methods classes and professional development schools:  }, volume={29}, number={3}, journal={The Teacher Educator}, author={Fleener, M.J. and Fry, P.G.}, year={1994}, pages={39–44} }
 @article{nicholas_fleener_1994, title={Nine preservice teachers’ beliefs about teaching and learning mathematics:  }, volume={7}, number={2}, journal={National Forum of Applied Educational Research Journal}, author={Nicholas, S.N. and Fleener, M.J.}, year={1994}, pages={3–12} }
 @article{fleener_reynolds_1994, title={The relationship between preservice teachers’ metaphors for mathematics learning and Habermasian interests}, note={North American Chapter (PME-NA), 247-253.}, journal={Psychology of Mathematics Education}, author={Fleener, M.J. and Reynolds, A.}, year={1994} }
 @article{fleener_1993, title={Geometric probability using the graphing calculator}, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1993}, pages={6–9} }
 @inbook{fleener_1993, place={Charlottesville, VA}, title={Graphing calculators:  }, booktitle={Technology and teacher education annual: 1993}, publisher={Association for the Advancement of Computing in Education}, author={Fleener, M.J.}, editor={Carey, D. and Carey, R. and Willis, D.A. and Willis, J. and J.Editors}, year={1993}, pages={596–599} }
 @article{fleener_1993, title={Pick’s theorem:  }, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1993}, pages={7–10} }
 @article{fleener_1992, title={Explorations with fractals}, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1992}, pages={6–8} }
 @article{fleener_1992, title={Life in the fast lane:  }, volume={43}, journal={Consortium:  The Newsletter of the Consortium for Mathematics and Its Applications}, author={Fleener, M.J.}, year={1992} }
 @article{fleener_nicholas_1992, title={Math textbook adoption 1992: }, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J. and Nicholas, S.N.}, year={1992}, pages={9–11} }
 @article{fleener_1992, title={Spreadsheet applications for general mathematics:  }, journal={The Oklahoma Mathematics Teacher}, author={Fleener, M.J.}, year={1992}, pages={12–13} }
 @article{fleener_marek_1992, title={Testing in the learning cycle}, volume={15}, number={6}, journal={Science Scope}, author={Fleener, M.J. and Marek, E.A.}, year={1992}, pages={48–49} }
 @inbook{fleener_lu_dun_mingquan, title={Sustaining a Teacher Professional Learning Community in China Through Technology}, url={http://dx.doi.org/10.4018/978-1-5225-2924-8.ch005}, DOI={10.4018/978-1-5225-2924-8.ch005}, abstractNote={This study explores the evolution of a professional learning community (PLC) of Chinese teachers over a multi-year period. A group of 16 teachers participated in a three-semester PLC over the 2008-2009 school years to develop master mathematics teachers in a school district in Beijing, China. The goal of the PLC, as identified by the teachers, was to improve instruction for greater student autonomy, creativity, and problem solving as they developed their master capacity building skills and networked relationships. This paper explores what has happened to these 16 teachers six years later, specifically considering how they may have used technology to further their development as master teachers. This study shows the potential of a PLC for self-adaptive, emergent behaviors and understandings that are instructional for transforming teaching practices, sustaining changes in teaching practices and preparing students for 21st century engagements.}, booktitle={Digital Transformation and Innovation in Chinese Education}, publisher={IGI Global}, author={Fleener, Jayne and Lu, Lianfang and Dun, Jian and Mingquan, Yang}, pages={80–99} }