The influence of research communication format on teacher understanding of mathematics practices

Abstract

This study examined how research on mathematics instruction can be communicated to better support teachers' engagement. Using a multi-phase mixed methods design, the study explored teachers' perceptions of practitioner articles describing data-based individualized. In Phase 1, qualitative analyses identified features perceived as strengths and weaknesses, indicating they valued resources that were visually organized, grounded in classroom practice, and provided actionable guidance. Findings from Phase 1 informed the development of an adapted practitioner article, examined in Phase 2. Results suggested that incorporating these design features did not negatively impact teachers' perceptions, while reinforcing the importance of classroom examples, actionable guidance, and accessible formats. Across both phases, findings indicate that engagement with research communication is influenced by instructional usability, including how easily teachers can access information, understand implementation, and translate research into practice. These findings informed the development of a conceptual model of instructional usability in research communication for educators. This study contributes to efforts to improve the accessibility for practitioners by emphasizing the importance of designing resources that support teachers' understanding and instructional decision-making, thereby strengthening the connections between educational research and classroom practice.