Linking Research and Practice: The NCTM Research Agenda Conference Report

Autor/inn/en	Arbaugh, Fran; Herbel-Eisenmann, Beth; Ramirez, Nora; Knuth, Eric; Kranendonk, Henry; Quander, Judith Reed
Institution	National Council of Teachers of Mathematics
Titel	Linking Research and Practice: The NCTM Research Agenda Conference Report
Quelle	(2010), (53 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; Mathematics Teachers; Conferences (Gatherings); Workshops; Evaluation Methods; Mathematics Curriculum; Equal Education; Learning; Technology Uses in Education; Instruction; Teacher Education; Faculty Development; Teacher Collaboration; Researchers; Cooperation; Research Needs; Educational Research; Financial Support; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching process; Unterrichtsprozess; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Researcher; Forscher; Co-operation; Kooperation; Forschungsbedarf; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Theorie-Praxis-Beziehung
Abstract	In August 2008, the National Council of Teachers of Mathematics (NCTM) brought together approximately 60 mathematics education researchers and practitioners for a 4-day working conference. During this working conference, the participants analyzed over 350 mathematics education practitioner-generated questions in seven areas: assessment, curriculum, equity, student learning, technology, teaching, and teacher preparation/professional development. Their work produced a set of questions that communicate practitioners' needs for research that would affect their practices. This document is the result of the working conference. The purpose of this document is to: (1) emphasize the need for communication and collaboration between practitioners and researchers around issues that are important to practitioners; (2) make practitioners' research needs, both as initiators and consumers of research, explicit to the mathematics education research community; (3) promote a set of research-guiding questions that focus researchers' attention on critical problems of practice; and (4) urge funding agencies, policymakers, and other mathematics education stakeholders to support research that is grounded in practitioners' problems of practice. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01