| Yusuke Uegatani - Vol. 45 Num. 3 (2025) | ||
| Proposing a prototype for how teachers use research findings | 27-31 | |
| ABSTRACT: In recent years, there has been active discussion regarding the potential role of mathematics education research in informing teaching practice. As both a holder of a Ph.D. who continues to publish research in international journals, and a practising secondary school teacher with ten years of classroom experience, I propose in this essay a potentially exemplary prototype for how teachers might incorporate insights from mathematics education research into their practice. Drawing on both constructivist and Spinozist views of knowledge, I propose the following prototype: Teachers use theoretical insights to create options and empirical data as historical facts to inform their decision-making. I argue that this prototype extends the earlier notion of the teacher as an active researcher, as proposed by J. Kilpatrick. | ||