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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. The volume can also be used with courses for
preservice and inservice teachers, collaborative teacher study
groups, and other professional activities. A hallmark of good
research is its connection to the relevant literature in the field,
and the authors of this volume have themselves drawn from the
research literature to inform their work. The reference lists
accompanying these chapters can be useful resources and should not
be overlooked. Most importantly for teacher education, this volume
showcases the variety of ways teachers can become engaged in
research, and we hope that readers will recognize that teacher
research can be both accessible and beneficial in the preparation
and professional development of teachers. This is not to suggest,
however, that this volume is intended only for teachers and teacher
educators. It is also intended to be an interesting, informative
resource for other researchers, school administrators, and policy
makers. The research presented in this volume is intended to
provide an opportunity for those outside the classroom to gain
insight into the kinds of issues that matter to teachers, the ways
in which those issues might be researched, and the contributions
that classroom research makes to mathematics education.
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. The volume can also be used with courses for
preservice and inservice teachers, collaborative teacher study
groups, and other professional activities. A hallmark of good
research is its connection to the relevant literature in the field,
and the authors of this volume have themselves drawn from the
research literature to inform their work. The reference lists
accompanying these chapters can be useful resources and should not
be overlooked. Most importantly for teacher education, this volume
showcases the variety of ways teachers can become engaged in
research, and we hope that readers will recognize that teacher
research can be both accessible and beneficial in the preparation
and professional development of teachers. This is not to suggest,
however, that this volume is intended only for teachers and teacher
educators. It is also intended to be an interesting, informative
resource for other researchers, school administrators, and policy
makers. The research presented in this volume is intended to
provide an opportunity for those outside the classroom to gain
insight into the kinds of issues that matter to teachers, the ways
in which those issues might be researched, and the contributions
that classroom research makes to mathematics education.
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