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Professional fields face persistent challenges in connecting practice and theory. In particular, tensions exist as to how theory and knowledge are developed, as well as what constitutes authority for practice. Together the articles in this issue explore three elements of the turn toward ”practice-based” research and professional education in mathematics education: designing teaching and learning in and for practice, learning mathematics teaching as a practice, and collaborating across professional roles and identities. In this commentary, we interrogate meanings of practice-based research on teaching and discuss themes across this collection of articles. We then argue for three imperatives for future efforts: (i) working on shared understandings of what the term ”practice-based” might mean; (ii) developing more nuanced conceptualizations of ”teaching”; and (iii) attending explicitly to justice in practice.
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This content will become publicly available on January 8, 2026
More of the story: Ruminations on “How Mathematics Education in Ohio Impacted the Nation
This is one of three responses to two articles by James E. Schultz on how mathematics education in Ohio—and especially at Ohio State University—has influenced mathematics teaching and learning across the United States and beyond. Every mathematics teacher in Ohio should know this story. Schultz’s two contributions are oral histories in written form and possess a biographical and even autobiographical flavor. My response will follow suite. After a brief introduction, I reflect on—and add to—Schultz’s “Laying the Groundwork” article (2024a) and his “Incorporating Technology” piece (2024b). I then consider how the issues and legacy presented in these articles connect to mathematics teaching and learning today and how Ohio continues to influence mathematics education beyond its borders. I close with an epilogue on how I first met several key characters in this mathematical narrative.
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- Award ID(s):
- 2216197
- PAR ID:
- 10586415
- Editor(s):
- Edwards, Michael Todd
- Publisher / Repository:
- Ohio Council of Teachers of Mathematics
- Date Published:
- Journal Name:
- Ohio journal of school mathematics
- Issue:
- 98
- ISSN:
- 2472-5986
- Page Range / eLocation ID:
- 61–73
- Subject(s) / Keyword(s):
- Curriculum reform Mathematical pathways Teacher professional development Graphing calculators Multiple linked representations Research in mathematics education
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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