ABSTRACT
The previous chapters in this handbook have brought together a huge amount of research by the community of scholars in mathematics education, integrated and summarized in each chapter by some of the leaders in the field. Here I am going to look at research in mathematics education from a strategic point of view 1 —as a collective enterprise that aims to serve various communities. In doing so I respect the scholars who assert their traditional academic right to plough their own furrow, wherever it may lead; this chapter is not for them. However, I believe that most researchers in education are motivated by the thought that their work will benefit others, notably but not exclusively students at various stages in their education.
