Tools, Evidence, and Implications: Weighing Issues of Scale in Describing an Intervention

Abstract

Previous MTE editorials have focused on the nature of evidence and how it relates to the claims we make, the nature of our tools, and the nature of the contributions to the shared knowledge base. In this editorial, we draw on these perspectives and MTE articles to discuss how we might think about aligning the tools we wish to share, the evidence related to the tool's efficacy, and the implications for aspects of mathematics teacher education.