Abstract

Practicing teachers’ perspectives on a set of mathematics education research reports are described. Data were gathered through email messages, group discussions, and questionnaires. Teachers identified positive influences of research on practice aligned with some of the strands of proficient mathematics teaching identified by Kilpatrick, Swafford, and Findell [2001. Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press]. Teachers also gave negative critiques of the ability of research to influence practice aligned with Kennedy's [1997. The connection between research and practice. Educational Researcher, 26 (7), 4–12.] discussion of historical factors underlying the gap between educational research and practice. The variety of perspectives documented provides some empirical ground for informing actions in the areas of teacher education and research.

Citation

Groth, R.E. & Bergner, J.A. (2007). Teachers’ perspectives on mathematics education research reports. Teaching and Teacher Education: An International Journal of Research and Studies, 23(6), 809-825. Elsevier Ltd. Retrieved May 27, 2023 from https://www.learntechlib.org/p/196921/.

Keywords

• Inservice Teacher Education
• Mathematics education research
• Research dissemination
• Research–practice relationship
• teacher beliefs
• teacher education