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dc.contributor.authorGroth, Randall E.
dc.contributor.authorBergner, Jennifer A.
dc.date.accessioned2015-08-06T15:00:39Z
dc.date.available2015-08-06T15:00:39Z
dc.date.issued2007
dc.description.abstractPracticing 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.en_US
dc.identifierdoi:10.13016/M2XP7K
dc.identifier.citationGroth, R.E., & Bergner, J.A. (2007). Teachers' perspectives on mathematics education research reports. Teaching and Teacher Education, 23(6), 809-825.en_US
dc.identifier.issn0742-051X
dc.identifier.urihttp://hdl.handle.net/11603/138
dc.language.isoen_USen_US
dc.relation.isAvailableAtSalisbury UniversityEnglish
dc.subjectmathematics educationen_US
dc.subjectteacher educationen_US
dc.subjectresearch–practice relationshipen_US
dc.subjectteacher beliefsen_US
dc.titleTeachers' perspectives on mathematics education research reportsen_US
dc.typeTexten_US


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