The Art of Being Specific While Theorising for and from Practice of Mathematics Teachers’ Collaboration
摘要
Theorising is one of the most endorsed practices in contemporary mathematics education research. At the same time, such questions as “what counts for useful theorising?” and “how can theory inform practice?” are still subjects of debate. Arguably, this is in part because of the theoretical diversity characterising our field (e.g. Sriraman & English, 2010), and in part because of the diversity of approaches to handling the research-practice relationship (e.g. Schoenfeld, 2020).