*By Elise Lockwood, Contributing Editor, Oregon State University.*

When I teach classes for pre-service teachers, I typically have the students read and discuss a math education article about the teaching or learning of content they may eventually teach. This may include research articles (in journals such as *Journal for Research in Mathematics Education*, which typically report on research studies), or practitioner articles (in journals such as *Mathematics Teacher*, which offer practical insights without necessarily being rooted in rigorously conducted research).

Recently, however, I have also started to have students in more traditional postsecondary mathematics classes (not just those designed for pre-service teachers) read math education articles. Last term, for instance, after discussing counting problems in an advanced mathematics course, I had my students read an article by Batanero, Navarro-Pelayo, and Godino (1997) about effects of implicit combinatorial models on students’ solving of counting problems. Through such readings, my students can be exposed to research on students’ thinking about the very postsecondary content they are learning. I am always pleasantly surprised by the rich discussion such readings stimulate, and this made me reflect on the value of having students read such articles, even in their “pure” mathematics classes.

Both research and practitioner papers about math education can elicit valuable ideas and points of discussion from which math students can benefit. In this post, I make a case for three potential benefits of having students occasionally read math education articles in their math courses. Continue reading →