This paper states three claims dealing with the relationship between mathematics education researchers and mathematics teachers: (1) Mathematics education research is a highly diverse field; (2) Teachers have various roles as stakeholders in mathematics education research; (3) Regarding teachers as stakeholders in mathematics education research affords reflecting some (fruitful) „cultural differences”. The paper claims the necessity to regard researchers as key stakeholders in practice, and teachers as key stakeholders in research.
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Konrad Krainer (2014) studied this question.
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