ABSTRACT
This chapter focuses on how the interplay between the practices of researching and teaching can help to foster development of knowledge about and for mathematics teaching. It will treat 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, as the previous sentence illustrates, this chapter 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 speak of as practitioner and practice. Building on the view widely held amongst mathematics educators that any communal knowledge base for mathematics teaching should draw both on craft knowledge created within the practice of teaching and on scholarly knowledge created within the practice of researching, the particular focus of this chapter will be on synergy between these practices, and on knowledge conversion between them.
