Abstract
This response to Ted and Michael points out that we are unified in considering mathematics to be central in the work of mathematicians, mathematics educators, and mathematics education researchers. However, there are distinctions between the fields of pure mathematics research, the teaching and learning of mathematics, and research in mathematics education, and unless these differences are honored it is possible for researchers to talk past one another. The case of Swedish mathematics education research is examined to exemplify the distinctions. Another distinction is that between “training” and “education”. To further characterize mathematics education research, submission of manuscripts to Educational Studies in Mathematics is explored. Values and aesthetics in various relevant fields are touched upon. Finally, an example is given of the mutual enhancement that exists when mathematicians and mathematics education researchers work together in university mathematics departments.KeywordsDistinct fieldsPure mathematics researchMathematics educationMathematics education researchSwedenTrainingResearch manuscript submissionsAestheticsMutual enhancement
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