Mathematics Teaching-Research Journal
About MTRJ
MTRJ responds to the persistent divide between Research and Practice within Mathematics Education. The divide was, for the first time, observed and introduced to Mathematics Education literature by Lawrence Stenhouse from the University of East Anglia who, in the 1970s, introduced the methodology of Action Research of Lewin into schools under the name of teaching-research. He realized that the “failure of research in the profession to contribute effectively…the improvement of professional practice…was the reluctance of educational researchers to engage teachers as partners in, and critics of, the research results.” A very respected volume of Sierpińska and Kilpatrick, Mathematics Education as a Research Domain: A Search for Identity, includes in that search the following statement showing that the divide within the profession is to large extent driven by academic status (p.96): “…what should anyone anxious for academic respectability stoop to designing teaching and put himself or herself on one level with teachers?” Only relatively recent editorials of the Journal for Research in Education (JRME) in 2017 reflected new understanding of the mutual role of research and practice when the Editorial Board of JRME finally came to believe “that research has greater impact on practice when teachers play the purposeful role in the research process whether in defining the research problems, in identifying learning goals, and learning opportunities as well as implementing new learning opportunities [suggested by research] in the classroom” (https://www.jstor.org/stable/10.5951/jresematheduc.48.5.0466). However, the authors add that a system that reflects this consideration would require a quite different picture of Mathematics Education research than what we have now.
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