Teachers' perspectives on mathematics education research reports

Thumbnail Image

Files

Teachers Perspectives on Mathematics Education Research Articles.pdf (334.64 KB)

Links to Files

Permanent Link

http://hdl.handle.net/11603/138

Collections

SU Faculty and Staff Collection
SU Department of Education Leadership and Graduate Studies

Author/Creator

Author/Creator ORCID

Date

2007

Type of Work

Text

Department

Program

Citation of Original Publication

Groth, R.E., & Bergner, J.A. (2007). Teachers' perspectives on mathematics education research reports. Teaching and Teacher Education, 23(6), 809-825.

Rights

Subjects

mathematics education
teacher education
research–practice relationship
teacher beliefs

Abstract

Practicing teachers’ perspectives on a set of mathematics education research reports are described. Data were gathered through e-mail 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). Teachers also gave negative critiques of the ability of research to influence practice aligned with Kennedy’s (1997) 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.