Inquiry into the teaching and learning of mathematics is a central aspect of the work of both the mathematics teacher and the mathematics education researcher, yet there are profound differences between the practices and processes underlying educational inquiries within each community. These differences are known to hinder implementation of research, yet they can also become a valuable resource. This paper explores a particular model of implementation of research: mathematics teachers adopt and adapt practices and processes of disciplined educational inquiry in a co-learning partnership with mathematics education researchers. We present a narrative inquiry of a teacher–researcher community that designed and studied classroom activities aimed at encouraging students to ask meaningful mathematical questions. The data analysis, informed by the literature on boundary objects and boundary crossing, highlights how the teachers and researchers leveraged their different processes and practices of educational inquiry as a resource in their collaborative inquiry. We conclude by suggesting that informed and thoughtful attention to the differences between teacher inquiry and disciplined inquiry may support and enhance mathematics education research implementation.

对数学教学和学习的探究是数学教师和数学教育研究人员工作的一个核心方面，但每个社区内教育探究的实践和过程之间存在着深刻的差异。众所周知，这些差异会阻碍研究的实施，但它们也可以成为宝贵的资源。本文探讨了一个特定的研究实施模式：数学​​教师在与数学教育研究人员的共同学习伙伴关系中采用和适应有纪律的教育探究的实践和过程。我们提出了一个教师-研究人员社区的叙事调查，该社区设计和研究了旨在鼓励学生提出有意义的数学问题的课堂活动。数据分析，通过关于边界对象和跨越边界的文献，突出了教师和研究人员如何利用他们不同的教育探究过程和实践作为协作探究的资源。最后，我们建议对教师探究和纪律探究之间的差异进行知情和深思熟虑的关注可能会支持和加强数学教育研究的实施。