This volume was written primarily for teachers who have developed (or
who are being encouraged to develop) an awareness of and commitment to
teaching mathematics for understanding. The research findings presented
in these chapters suggest instructional implications worthy of these
teachers' consideration. Often, the authors in this volume describe
instructional practices or raise issues that have the potential to
broaden views of teaching and learning mathematics. These chapters
provide interesting problems and tasks used in the authors' work that
readers can use in their own classrooms. The volume can also be used
with courses for preservice and inservice teachers, collaborative
teacher study groups, and other professional activities. A hallmark of
good research is its connection to the relevant literature in the field,
and the authors of this volume have themselves drawn from the research
literature to inform their work. The reference lists accompanying these
chapters can be useful resources and should not be overlooked. Most
importantly for teacher education, this volume showcases the variety of
ways teachers can become engaged in research, and we hope that readers
will recognize that teacher research can be both accessible and
beneficial in the preparation and professional development of teachers.
This is not to suggest, however, that this volume is intended only for
teachers and teacher educators. It is also intended to be an
interesting, informative resource for other researchers, school
administrators, and policy makers. The research presented in this volume
is intended to provide an opportunity for those outside the classroom to
gain insight into the kinds of issues that matter to teachers, the ways
in which those issues might be researched, and the contributions that
classroom research makes to mathematics education.
