The lack of influence of research on classroom practice is well documented in the Mathematics Education research literature. To answer the call of practitioners and academics to investigate ways of bridging research and practice, we developed a teaching methodology for graduate mathematics education courses that bridges the perceived research-practice gap. Our methodology involved graduate students engaging in a mathematical task, reading a research paper about the same mathematical task, and then completing an assignment based on viewing video data from a school classroom where middle school students engaged with the same task. In this presentation, we will share the details of our methodology, graduate students’ experiences, and implications of our results.

Bios:

Dr. Margaret Karrass teaches undergraduate and graduate courses in Mathematics Education at York University. Her research interests include diagrammatic reasoning and the use of technology in Mathematics Education.

Dr. Tina Rapke is an assistant professor at York University in the Faculty of Education. She views her research and teaching as related, seamless, and complementary.