This paper argues that there is a gap in the research on teaching and learning mathematics, and thus a need for research into effective teaching practices. From a selective review of literature, reasons are examined as to why less emphasis appears to have been placed on generating knowledge about teaching and effective mathematical teaching practices than on mathematics teachers and their knowledge. Possible reasons for this lack of attention to teaching include assumptions that, as researchers, we already know what effective teaching is or that if teachers embrace certain principles about teaching or learning, then effective teaching will necessarily ensue. Arguing that both of these positions neglect to address important aspects of developing knowledge about effective teaching, the paper raises a number of questions that research might address in moving the balance more towards examining the actual practices that might characterise effective teaching.

中文翻译：

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确定有效的数学教学：一些研究问题

本文认为，在教学数学研究方面存在差距，因此需要对有效的教学实践进行研究。通过对文献的选择性回顾，可以检验为什么在数学教学和有效的数学教学实践中产生的知识比数学老师及其知识得到的重视程度更低的原因。缺乏对教学的关注的可能原因包括这样的假设：作为研究人员，我们已经知道什么是有效的教学，或者如果教师接受某些关于教学的原则，那么必然会发生有效的教学。认为这两个职位都忽略了解决发展有效教学知识的重要方面，