Teachers are becoming engaged in research in a variety of ways and their voices are gaining presence in the mathematics education research community. The chapters in this volume cover questions that capture the attention of teachers in grades 3-5, the methodologies they use to gather data and the ways in which they make sense of what they find. The research provides items for further thinking and discussion about critical aspects of mathematics education. This book demonstrates how the authors’ research increased their awareness of how students come to know and understand mathematics.
Classroom research is often used to back up theories and create and implement curriculum, but how well is the research process understood? This series, published in cooperation with Information Age Publishing, sheds light on the processes of classroom research, with teachers’ accounts that capture the complexity and multi-faceted nature of teaching. With rich examples, the teacher researchers in these books demonstrate how they came to understand their students’ reasoning processes and thus learned to intervene more adeptly with the right question, the right comment, a new problem, or silent acknowledgement and support. The series showcases a variety of ways teachers can become engaged in research.
