Turning the mathematics learning environment into a research environment

We introduce the chapter with reflections on what we mean by learning and what we mean by research; for us, research is a form of learning. We describe how we have each set up structures that support others in developing as teachers, through a process where the teachers are supported in generalizing, having first paid close attention to the detail of their experience; a process we see as researching practice. We explore aspects of how practice-based mentors have engaged in the journey of researching their own practice and how this engagement, in turn, has supported them in mentoring others, leading to the creation of a wider research environment in their institutions. We see the difference between a learning environment and a research environment as marked by whether there is an awareness of the learning that is taking place. A striking finding is that, mentors who themselves have learnt to teach by researching their own practice display such awareness, by supporting the research journeys of others, rather than offering models of practice to follow.