Discussion group 2:
The relationship between research and practice in mathematics education
Polivalente FIME-Architecture

Can we or should we expect results that can be generalised from mathematics education research? How can such results lead to changes in practice? What can researchers learn from practitioners in mathematics education? What can practitioners learn from researchers? Where and how should the interaction between practitioners and researchers take place and be organised? What are the ultimate goals of mathematics education research? What are the forces that govern the evolution of mathematics education research? What are the forces that prevent mathematics teachers from benefiting adequately from research?

  • Lisen Häggblom (Finland)
    lhaggblo@abo.fi
  • Lorena Espinoza (Chile)
    lespinoz@lauca.usach.cl and lorespinoz@gmail.com
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Team members:
  • Judith Reed (USA)
    jreed@nctm.org
  • Fredy González (Venezuela)
    fredygonzalez1950@gmail.com
  • Feng Jui Hsieh (Taiwan)
    hsiehfj@math.ntnu.edu.tw
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Aims and focus

The Organizing team for DG 2 of ICME 11 welcome submissions of contributions related to the topic:

The relationship between research and practice in mathematics education.

The theme for our discussion group is intended to focus on how different practices in preparation for learning are related to teachers´ view on learning of mathematics, and how these views are related to basic theoretical aspects of mathematics education. Research in this tension between theory and practice will develop more knowledge about practices that can foster improved learning in mathematics. It will therefore enhance knowledge about favourable approaches to education in school and to pre-service and in-service education of teachers.

We are interested in papers that articulate issues or dilemmas that will help the DG to organize the following three themes:

1. What kind of research has leaded to changes in practice?
We are interested in different research from all over the world that has been generalized from mathematics education research and which has been important for developing mathematics education.

2. Where and how should the interaction between practitioners and researchers take place and be organized?
What can practitioners learn from researchers? Do the researchers understand a practitioner?

3. What are the forces that govern the evolution of mathematics education research and what are the ultimate goals of mathematics education research?
What kind of research do we need for developing mathematics education in the next years?

Proposal will be accepted until the January 1st 2008. Paper should be 2 pages in length and be written clearly in English (using Times New Roman 12-point font size and single-spacing). Papers should be sent to both the DG two chairs. Information about the acceptance of paper will be available by middle of February 2008. The authors will then be asked for a longer version of their text, maximum 6 pages. This extended version has to be sent by March 31 st to the two chairs.

Contributions should indicate the author(s) names and location (country, town, school) and contact details.

The review procedure will lead to three possible outcomes:
1. acceptance
2. recommendation for revision
3. rejection

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