Unrealistic Expectations and Compromised Observations in School Mathematics Research

Abstract

It is not often acknowledged that educational research increasingly places unrealistic expectations on teachers, especially teachers of mathematics. This paper explores issues relating to idealism within educational research, especially in terms of how it manifests as potentially unrealistic expectations academics may have of, and place on, classroom teachers. The paper draws on reflections from observing an international panel of mathematics education researchers observing classroom teachers at work. It outlines some of the philosophical complications of observations, especially its theory-laden nature, and outlines some potential implications such idealism can have for teachers, and how this may be linked to mathematics culture.