期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2003
出版社：Centre for Innovation in Mathematics Teaching
摘要：Is there really a dilemma between research and teaching (or the concern for the relationshipbetween them). In the dictionary we find that a dilemma is 'an argument based on two opposingsuppositions leading to the same conclusion'. From this definition it follows that research andteaching (at any level) can be understood as distinct (and sometimes opposed) elements oringredients of a process leading to a common, shared conclusion: improving the quality of lifethrough improving teaching and learning.However, the above is really at best nothing more than an optimistic interpretation of thedefinition. Certainly, there should exist a relationship between research and teaching, but all toooften they tend to diverge. The reason for this lies, at least partially, with the members of eachcamp: sometimes, we researchers lose touch with current problems in teaching and with theteachers themselves, whilst on the other hand, teachers fail to give due credit to the researchproduced by the former. In the university sphere, where researcher and teacher are frequently thesame person, one could even talk of a certain schizophrenia, in the sense that not only are the linksbetween teaching and research issues broken on occasion, but that both areas come to becontradictory.Research into Mathematics Teaching needs to maintain close links with teaching, given thatits object of study is precisely such aspects as are related to the teaching and learning ofmathematics. This is not to say that all research activity should display a direct, tangible relationwith teaching and learning, nor that it should be of immediate use to teaching.Teaching, the teacher, likewise needs these ties with research, as this offers a means ofsystematising approaches to professional problems, without which it would be difficult to makeprogress
