ABSTRACT
This chapter focuses on relationships between researching and teaching and between researchers and teachers working to develop a knowledge base for mathematics teaching. In so doing, it treats researching and teaching, researcher and teacher simply as convenient typifications, recognizing the possibility that institutions and individuals may participate in both practices and take on both roles. Moreover, this chapter will reserve the term practice for use in the sense of social practice; it will employ the more direct terms of teacher and teaching to refer to what some sources describe as practitioner and practice. The knowledge base for teaching is seen here 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.
