Delta-K
Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 53 Issue 1, January 2016
4 – 6
Should (or Does) Mathematics Education Research Inform Our Mathematics Teaching Practices?
Chantal Buteau, Nadia Hardy and Joyce Mgombelo
Does (should) mathematics education research inform our mathematics teaching practices (Biesta, 2010)? This remains a widespread debate among the mathematics education community; it stems from a perceived gap between research in mathematics education and its potential to change teaching practices. It is in this context that the theme of the one-day Canadian Mathematics Education Study Group (CMESG) preconference on “Mathematics Education Research and Mathematics Teaching: Illusions, Reality, and Opportunities,” hosted at Brock University in May 2013, was framed. At the event, some 90 math educators, 47 CMESG delegates and 43 local community members came together to reflect on the gap between mathematics education research and the practices in mathematics classrooms.
