ABSTRACT
Design research has been used to investigate students’ mathematical development and to design more effective learning environments, with the twin purposes of designing and studying the impact of educational innovations (e.g., Brown, 1992; Design-Based Research Collective, 2003; Verschaffel et al., 1999). For example, Brown (1992) proposed using design experiments in classes in order to investigate the design of learning communities and to advance methods for carrying out research about learning within the complexity of the actual classroom situation. This research resulted both in the development of theory about learning and in improved innovations for helping students learn. Recent calls for more rigorous scientific research in education and more connections between research and classroom practice (e.g., National Research Council, 2002) extend to research on mathematics teaching practice. We propose the extension of design research to teachers’ learning and development in order to understand both how teachers develop in their practice and how to design environments and situations to encourage the development of that practice.
