ABSTRACT
In this chapter, I describe how two lines of study, one empirical and one theoretical, can exist in a creative interdependence. Philosophers of science and many practicing scientists have described a dialectical relationship between theory and empirical research (cf., Kuhn, 1962; Cobb, 1995). The common application of this idea would result in considering the relationship between research on teacher development and theory of teacher development. However, my purpose in this chapter is to discuss the less obvious relationship between research on teacher development and theory of mathematics teaching/learning. (Note that I refer to teaching/learning to suggest an integrated theory as opposed to two separate ones.)
