## Abstract

This paper sets the scene for a special issue of *ZDM*—*The International Journal on Mathematics Education*—by tracing key elements of the fields of teacher and didactician/teacher-educator learning related to the development of opportunities for learners of mathematics in classrooms. It starts from the perspective that joint activity of these two groups (teachers and didacticians), in creation of classroom mathematics, leads to learning for both. We trace development through key areas of research, looking at forms of knowledge of teachers and didacticians in mathematics; ways in which teachers or didacticians in mathematics develop their professional knowledge and skill; and the use of theoretical perspectives relating to studying these areas of development. Reflective practice emerges as a principal goal for effective development and is linked to teachers’ and didacticians’ engagement with inquiry and research. While neither reflection nor inquiry are developmental panaceas, we see collaborative critical inquiry between teachers and didacticians emerging as a significant force for teaching development. We include a summary of the papers of the special issue which offer a state of the art perspective on developmental practice.

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## Notes

*Practice*and*practitioners*: we use these terms extensively in this article; often in relation to the ways they are used in the literature to which we refer. In broad terms,*practice*involves what people DO. In many cases it also includes how they think about what they do and the associated planning in which they engage. The*practice*always relates to the engagement of the*practitioners*(the people who practice)—for example, the practice of classroom teachers is likely to be different from that of university educators.

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Jaworski, B., Huang, R. Teachers and didacticians: key stakeholders in the processes of developing mathematics teaching.
*ZDM Mathematics Education* **46**, 173–188 (2014). https://doi.org/10.1007/s11858-014-0574-2

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DOI: https://doi.org/10.1007/s11858-014-0574-2