Abstract
As a sometime critic of much that passes for research in mathematics education today and in particular much that appears in the pages of the Journal for Research in Mathematics Education, I have been asked by a number of colleagues to present my case in one or another forum. (I suspect that some who have pressed these invitations have done so in the sure expectation that I will then be once and for all shot down, an expectation I honor.) Although my colleague Stephen Brown and I have collected several folders of materials to provide such critiques, we have not yet been able to respond; other personal and professional responsibilities have intervened. One intervening responsibility has been my membership on the NCTM Research Advisory Committee (RAC). Recently members of that committee received a paper by Fred Kerlinger entitled The Influence of Research on Educational Practice (1977), together with an invitation to react. It is my response to that assignment, modified in minor ways, that will follow these introductory comments. This response is to only one-and a minor one at that-of the many problems researchers pose for the mathematics education community. Some day we still hope to address those broader issues.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
