Abstract:
Mathematics faculty develop valuable knowledge from their research and from their practice (for instance, teaching). Knowledge derived from research is made available for the profession through well established mechanisms. Knowledge derived from practice contributes to personal growth but due to a lack of tools and mechanisms does not contribute in a systematic way to a professional knowledge base. In this presentation we will discuss the value of knowledge that stems from practice and illustrate through the example of the new journal Mathematics Teacher Educator how tools and mechanisms can be established to develop a professional knowledge base that stems from practice.