The Challenge of Linking Research and Practice.

By M. Heid, Matthew R. Larson, J. Fey, Marilyn E. Strutchens, J. Middleton, Eric Gutstein, K. King, Harry B. Tunis, Nctm Headquarters Staff. 2006

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Research-based interventions in the area of proof: the past, the present, and the future (2017, background): “…gabriel.stylianides@education.ox.ac.uk 1 Department of Education, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK 2 University of Cambridge, Cambridge, UK learning of mathematics (e.g., Cai et al., 2017; Heid et al., 2006; Ruthven & Goodchild, 2008; Silver, 2003; Wiliam & Lester, 2008).”
Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation” (2009, background): “, 2003; Heid et al., 2006).”
Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, background): “, Jaworski & Gellert, 2003; Heid et al., 2006). Connecting research and the practice of teacher-educators lends itself well, since most teacher-educators are also active researchers, who tend to conduct long term research programmes, or at least integrate action research in their work (e.g., Jaworsk”