Linking research and practice in mathematics education is essential to address critical issues of mathematics teaching and learning. The research knowledge base represents the aggregated understandings about effective mathematics education built from data analysis about mathematics teaching and learning contexts. The knowledge base needed for the day-to-day teaching of mathematics to PK-12 students is built by those who do and support the classroom teaching of mathematics. This includes PK-12 school personnel, teacher educators, community organizations, and other stakeholders engaged in the practice of teaching and learning mathematics.
The outcomes of research can inform and enhance the practice of mathematics teaching and learning in curricular materials, mathematics classrooms, teacher education, professional development, and public policy. At the same time, the inquiries taken up in research can and should “be influenced by ideas that take hold within the practitioner community” (Silver & Lunsford, 2017), as there is a need to focus research on issues important and timely to practitioners. As such, mathematics educators engaged in research must consider the vast array of contexts for teaching mathematics across the practice community.
Accordingly, NCTM has released a position statement on Linking Mathematics Education Research and Practice.
Linking research and practice in mathematics education is necessary to address critical issues of mathematics teaching and learning. All educators, whether in PK-12 settings or higher education, are both researchers and practitioners as they work to identify and examine issues pertinent to the teaching and learning of mathematics. As such, all educators need to consider ways to implement or modify strategies across contexts that build on existing research findings and inform new research avenues. Collaboration provides integrated perspectives for addressing critical issues that lead to enhanced mathematics teaching and learning experiences for each and every student.
- Mathematics education research must be ethical and comprehensively address critical problems.
- Research should identify high-leverage, effective, equitable mathematics practices shared in useful, actionable ways.
- All educators build knowledge of mathematics education research and practice.
Read the full position statement.
About NCTM Position Statements
NCTM position statements define a particular problem, issue, or need and describe its relevance to mathematics education. These statements address important and timely policy issues relevant to mathematics education. They rest on the foundation provided by Principles and Standards for School Mathematics, Principles to Actions and research, and address issues that extend beyond the classroom. Each one defines the Council's position or answers a question central to the issue. Position statements are approved by the NCTM Board of Directors.