Teachers Engaged in Research – serie

This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers’ consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors’ work that readers can use in their own classrooms.

This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers’ consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors’ work that readers can use in their own classrooms.

Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.

Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.

Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research.

Through the chapters in this volume we learn about the research foci and/ or questions that these classroom teachers are interested in examining, the mathematics content through which they engaged their students in these explorations, the data sources they used to make sense of their focus and questions, and their roles in the research.

This book provides examples of the ways in which 9-12 grade mathematics teachers from across North America are engaging in research. It offers a glimpse of the questions that capture the attention of teachers, the methodologies that they use to gather data, and the ways in which they make sense of what they find. The focus of these teachers’ investigations into mathematics classrooms ranges from students’ understanding of content to pedagogical changes to social issues. Underlying the chapters is the common goal of enabling students to develop a deep understanding of the mathematics they learn in their classrooms.