This is a book about an attempt to change the way math was
taught in a particular classroom. Its title plays on our everyday
usage of the terms theory and practice. In education, these terms
are conventionally treated oppositionally-we have theories about
what we should do and we have what teachers actually do do. In this
way, theory stands prior, logically and chronologically, to
practice; practice inevitably becoming theory's imperfect
realization. We seek in this volume, however, to develop a
different stance with regard to the relationship between the two.
Taking the details of instructional practice as our principle
object of study, we explore what role theories of learning might
play in illuminating such practices. The book is about actual
practices by which teaching is done and how contemporary theories
of learning might help us understand those practices. It seeks to
provide a foundation for future practice-based inquiry in
education, by addressing the methodological question: How do we go
about studying instructional practice in a principled way?
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