*By Jess Ellis Hagman, **Contributing Editor**, Colorado State University*

I’ve recently finished my third year as an assistant professor in the mathematics department at Colorado State University. Since my research area is mathematics education, I am often asked what it is like to be a math-ed researcher in a math department. Such curiosity points to a cultural difference between mathematicians and mathematics-education researchers, and alludes to a specific culture where it may be difficult to be an education researcher in a mathematics department. To me, this question sometimes feels akin to being asked what it is like to work at Hogwarts as Muggle, surrounded by real witches and wizards. Certainly, this comparison carries with it some information about how I perceive the question: that mathematicians are the real researchers, and that as a mathematics-education researcher I am lurking in their world. While this may be how I hear the question, it is very far from my experience in my math department with my colleagues. There are about 30 faculty in my department and three of us are active mathematics-education researchers. I have had overwhelmingly positive interactions in my department and feel valued as a teacher and as a researcher. When asked how I have had such a positive experience in my department (i.e. how I have gained acceptance at Hogwarts by the wizards and witches), my answer is both that my colleagues are just great people and that we have good relationships because we have gotten to know each other and each other’s work through conversations rooted in curiosity. I think it’s been valuable that we respect each other both as people and as researchers. In this blog post, I want to share some of the substance of what I have shared with them about mathematics education research. Continue reading