Transforming Research to Transform Mathematics Instruction

Abstract

Transforming mathematics instruction is an ambitious aim and requires careful attention to the interactions among teachers, students, and content in classrooms. The authors of this volume have, in a variety of ways, attended to this crucial dynamic, whether through a focus on professional learning, curricular innovation, or other levers to change the quality and outcomes of mathematics instruction. They have also sought to focus on ways in which the work of teaching contributes to these interactions and, in doing so, have innovated with approaches for studying and understanding teaching practice. In reflecting on their work, we highlight challenges to the development of research on teaching and ways in which the projects and studies discussed in the volume contribute to the advancement of the field and suggest next steps for its development.