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Mathematics education researchers seek answers to important questions that will ultimately result in the enhancement of mathematics teaching, learning, curriculum, and assessment, working toward “ensuring that all students attain mathematics proficiency and increasing the numbers of students from all racial, ethnic, gender, and socioeconomic groups who attain the highest levels of mathematics achievement” (National Council of Teachers of Mathematics NCTM, 2014, p. 61). Although mathematics education is a relatively young field, researchers have made significant progress in advancing the discipline. As Ellerton (2014) explained in her JRME editorial, our field is like a growing tree, stable and strong in its roots yet becoming more vast and diverse because of a number of factors. Such growth begs these questions: Is our research solving significant problems? How do we create a system and infrastructure that will provide an opportunity to accumulate professional knowledge that is storable and shareable as we work together to address significant problems (Hiebert, Gallimore, & Stigler, 2002)? How do we “facilitate research and development that is coordinated, integrated, and accumulated” (Lesh et al., 2014, p. 167)?
Stephan et al. (Sun,) studied this question.