Chapter 1: Introduction to the pre-K–2 Volume

More than three-quarters of a century has passed since Dewey (1929) called for the active participation of teachers in investigating educational activity and creating “a constant flow of less formal reports on special school affairs and results” (p. 46). He noted, “It seems to me that the contributions that might come from classroom teachers are a comparatively neglected field; or, to change the metaphor, an almost unworked mine” (p. 46).

As elementary classrooms become more student-focused, with teachers understanding and responding to children’s mathematical thinking and problem solving strategies, the work of teaching mathematics becomes more inquiry based. As teachers systematically inquire both into their students’ mathematical thinking and into their own teaching practices, teacher as researcher becomes a natural extension of what defines a professional teacher. Carefully observing and questioning students, analyzing their needs, and adjusting learning activities and instruction to fit students’ needs are important practices of good teaching. Becoming a reflective practitioner can lead to systematically searching for insights that lead to both increased understanding of the effects of teaching and improvements in learning outcomes.