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ERIC Number: ED566520
Record Type: Non-Journal
Publication Date: 2015-Apr
Pages: 19
Abstractor: As Provided
Reference Count: 24
How Partnerships Are Core to a Linking Research and Practice Agenda
Fonger, Nicole L.
Grantee Submission, Paper presented at the National Council of Teachers of Mathematics Research Conference (Boston, MA, Apr 13-15, 2015)
Partnerships between researchers and teachers are central to stimulating advancements in a linking research and practice agenda. This paper addresses two key aims. First, research on supporting students' representational fluency in technology-rich algebra learning environments is used to illustrate a linking research and practice agenda. Three themes are addressed as outcomes of this researcher-practitioner partnership: (a) the importance of addressing a shared problem of practice, (b) the role of theoretical lenses in supporting both practice and research, and (c) how to design for collaboration using both practice-based and research-based methods. Second, emerging issues in establishing productive researcher-practitioner partnerships are introduced from the perspective of both researchers and practitioners. Viable next steps for bridging the experiences of researchers and practitioners are discussed.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B130007