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A fundamental gap in the U.S. educational system’s research-to-practice connection is the ineffectiveness of ways that research-based knowledge is assembled and represented. Findings of research cannot be readily accessed and used by teachers and teacher educators.

What We Do

How Can Mathematics Educators Assemble and Represent Research-based Knowledge So It Can Be Used by Teachers and Teacher Educators?

The Mid-Atlantic Center is contributing to development of an accessible and useable knowledge base for practice in mathematics education through several key projects.

• Collaborating with other NSF CLT projects in working research conferences where progress on problems of common interest is shared.
• Exploring strategies for representing research findings in multi-media forms rather than relying solely on traditional scientific journal and research conference presentation formats.
• Conducting annual research conferences where Center faculty and graduate students share work in progress and plans for future studies.
• Testing the validity and generality of theories and empirical results by "transporting" them to sites beyond those at which they are developed.

This work addresses the fact that the extensive research literature relevant to the practice of mathematics education is not organized or represented in a way that can be used as a guide to practice. [Hiebert, Gallimore, and Stigler, 2003]

© Copyright 2005 Mid-Atlantic Center for Mathematics Teaching and Learning