With this article, we aim to spur a conversation on research implementation in the context of collaborations of mathematics teachers and educational researchers, with a special interest in projects situated in university mathematics education. Implementation has been often discussed in relation to the education of school teachers, and we suggest that the conceptual, theoretical, and analytical apparatus that has been developed in this research area can be re-purposed to study implementation. Specifically, we propose that in collaborative projects, implementation can be construed as an interactive change-oriented process, in which teachers and researchers develop their praxeologies through interaction and joint work on boundary objects. We illustrate the usefulness of this proposal with a teacher-mathematician and a mathematics education researcher who joined forces to introduce scriptwriting activities into an undergraduate mathematics course. Drawing on the theoretical analysis and illustration, we make suggestions for future implementation studies in the context of teacher-researcher collaborations.

通过这篇文章，我们的目标是在数学教师和教育研究人员的合作背景下激发关于研究实施的对话，对大学数学教育中的项目特别感兴趣。实施经常与学校教师的教育相关，我们建议在该研究领域开发的概念、理论和分析工具可以重新用于研究实施。具体来说，我们建议在合作项目中，实施可以被解释为一个交互式的面向变化的过程，在这个过程中，教师和研究人员通过对边界对象的互动和共同工作来发展他们的行为学。我们通过一位数学教师和一位数学教育研究人员联手将剧本创作活动引入本科数学课程来说明该建议的实用性。借鉴理论分析和说明，我们为未来在教师与研究人员合作的背景下的实施研究提出建议。