Source: Teaching and Teacher Education , Volume 23, Issue 6, August 2007, Pages 809-825
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.
Kennedy. Mary M. (1997). The connection between research and practice. Educational Researcher, 26 (7), 4–12.
Kilpatrick, Swafford, and Findell (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.