This article discusses the challenge of improving the interrelationships between research and practice in mathematics education, and it outlines actions being taking to respond to that challenge. The need for improvement is bidirectional. The practice of classroom mathematics teaching needs to be better informed by an understanding of the implications of existing bodies of research, and researchers need to learn more from the insights and knowledge of practitioners. Building on its series of initiatives designed to use research to guide mathematics teaching and learning, NCTM has made a new commitment to a flexible, nimble, and sustainable initiative that will strengthen the bidirectional link between research and practice. This initiative includes the development of Research Analyses, Briefs, and Clips (ABCs), research syntheses designed through collaboration of teacher leaders and researchers to inform instructional leaders and policymakers about research perspectives on critical issues of practice.

Arithmetic and Algebra in Early Mathematics Education David W. Carraher TERC Analcia D. Schliemann and Brbara M. Brizuela Tufts University Darrell Earnest TERC Algebra instruction has traditionally been postponed until adolescence because of historical reasons (algebra emerged relatively recently), assumptions about ps

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