National Council of Teachers of Mathematics

National Council of Teachers of Mathematics Connecting Research to Teaching: Bridging the Divide Source: Journal for Research in Mathematics Education, Vol. 45, No. 4 (July 2014), p. 540 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/jresematheduc.45.4.0540 Accessed: 22-10-2015 04:29 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extend access to Journal for Research in Mathematics Education. http://www.jstor.org This content downloaded from 128.184.220.23 on Thu, 22 Oct 2015 04:29:16 UTC All use subject to JSTOR Terms and Conditions Call for Manuscripts Connecting Research to Teaching: Bridging the Divide Have you ever noticed a gap between research and practice? How can research effect change in the classroom? The Connecting Research to Teaching department of Mathematics Teacher (MT ) invites classroom teachers to explore research findings in relation to their practice. MT also invites education researchers to demonstrate how results from their studies shape classroom practice. Findings from collaborative action research projects are also encouraged. Evidence of connections from research to practice commonly includes student work and brief transcripts from interviews or classroom videos. The following are some ideas to consider: • Does your research have the potential to change classroom practice? • What urgent questions emerge in learning environments? • In what ways is current research reflected in the classroom? • How does research inspire innovation in the classroom? Manuscripts should include the research context and should be written with the classroom teacher as reader in mind. A good way to focus your material is to identify one clear message for teachers. Sharing student work where appropriate is encouraged. Manuscripts must be 2500 words or fewer. For submission guidelines, see http://www.nctm.org/news/content.aspx?id=22602. If you have questions about whether a particular idea would be a good fit for the department, contact Margaret Kinzel, [email protected], or Laurie Cavey, [email protected]. Articles published in this department are eligible for NCTM’s Linking Research and Practice Outstanding Publication Award. For more about this award, go to http://www.nctm.org/news/content.aspx?id=31248. Copyright © 2014 by the National Council of Teachers of Mathematics, Inc., www.nctm.org. All rights reserved. This material may be copied or distributed electronically or in other formats written permission Thisnot content downloaded from 128.184.220.23 on Thu, 22without Oct 2015 04:29:16 UTCfrom NCTM. All use subject to JSTOR Terms and Conditions