Published In

For the Learning of Mathematics

Document Type


Publication Date



Mathematics -- Study and teaching, Mathematics teachers, Mathematicians


In accordance with recommendations from educators and educational researchers [Wilcox, et a!, 1991; Schwab, 1976], recent attempts to integrate the communities of professional mathematicians and high school mathematics teachers in the U.S A. have resulted in several summer institutes which bring these groups together for up to four weeks. Through living, working, and studying together, the two normally disparate groups are expected to develop a dialogue for the mutual benefit of the participants and for their students. The present study of one such institute was conducted with the use of interviews of the participants, examination of some of the teachers' daily journals, and naturalistic observations of classes, lectures, socializing, and dorm life. In addition to documenting the respective goals and activities of senior research geometers, seeking-to-be researchers, and high school mathematics teachers, this study also documents the types of mathematical discussions which characterize each of these groups. The study concludes that the mathematical discussions of mathematicians differ from the mathematical discussions of mathematics teachers with respect to goals, values, social configurations, and style. Furthermore, there are political ramifications in that the mathematicians are accorded status over the teachers.


This is the publisher's final PDF. Originally published in For the Learning of Mathematics (

Persistent Identifier