ABSTRACT
Any school can be a research school, and any teacher can be a researcher. It is believed that the most effective research schools are the result of leveling the playing field between teachers and principals. A culture of research requires belief in “no blame”. A teacher-researcher sees the error as an opportunity to discover more about how children learn mathematics and to develop more effective teaching responses. In the same way that there are a great deal of “Just Do It” methods of school improvement, there are many examples of “Just Do It” mathematics programs. It is also believed that sustainable change happens when teachers are invited to remove the “Do Not Disturb” signs that protect their long-standing assumptions about “how they do school”. A “Do Not Disturb” sign that prevents educators from questioning their work is the “Name Trap”.
