Linking researching with teaching

This paper will focus on relationships between researching and teaching; between researchers and teachers working to develop a knowledge-base for mathematics teaching. In doing so, it will treat ‘researching’ and ‘teaching’, ‘researcher’ and ‘teacher’, simply as convenient typifications, recognising the possibility that institutions and individuals may participate in both practices and take on both roles. Moreover, as the last sentence illustrates, this paper will reserve ‘practice’ for use in the sense of social practice; it will employ the more direct terms ‘teacher’ and ‘teaching’ to refer to what some sources will speak of as ‘practitioner’ and ‘practice’. The knowledge-base for teaching will be seen as drawing both on scholarly knowledge created within the practice of researching, and on craft knowledge created within the practice of teaching. A particular concern will be with how greater synergy can be fostered between these distinctive practices, their characteristic forms of knowledge, and the associated processes of knowledge creation.