Editorial

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Many—probably most—researchers in mathematics education have spent considerable time as teacher educators, working with people who soon will be or currently are reaching mathematics. Perhaps surprisingly, then, these researchers have not viewed teacher education as a potential research site. Immersed in the activities of teacher education, they have not stepped outside the arena of their daily work to view it with the researcher's eye. They resemble the fish in the saying, who, if they were scientists, would be a long time discovering water.

Journal for Research in Mathematics Education

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