Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 48 Issue 1, December 2010
11 – 20
Jerome Proulx
Mathematics teaching and learning happen every school day. Albeit sometimes celebrated and advocated for, most mathematics teaching and learning are often questioned, criticized or negatively judged by people involved in mathematics education. These criticisms have often led these same people to call for changes to how mathematics is taught and learned in classrooms. It has always seemed odd to me that these criticisms are addressed mainly to teachers and their teaching practice. For me, as a mathematics education researcher, the problem has always been something else.
