Abstract

This chapter focuses on relationships between researching and teaching: between researchers and teachers working to develop a knowledge-base for mathematics teaching. In doing so, it treats researching and teaching and researcher and teacher simply as convenient typifications, recognizing the possibility that institutions and individuals may participate in both practices and take on both roles. Moreover, as the last sentence illustrates, this chapter reserves “practice” for use in the sense of social practice; it employs the more direct terms “teacher” and “teaching” to refer to what some sources would speak of as “practitioner” and “practice.” The knowledge base for teaching is seen as drawing both on scholarly knowledge created within the practice of researching and on craft knowledge created within the practice of teaching. A particular concern is how greater synergy can be fostered between these distinctive practices, their characteristic forms of knowledge, and the associated processes of knowledge creation.