In attempting to help others by an account of one’s own failures and successes, one runs the risk of assuming an appearance of authority and even dogmatism. Especially is this likely to be the case where brevity is essential. If I am unlucky enough at times to appear in this objectionable guise, I sincerely assure the reader it is merely appearance. I have myself fallen into too many pitfalls in the path of the teacher to feel at all inclined to domatize; yet, as I believe that (with much effort!) I have climbed out again, I may hope to warn others of their existence, and, if some still struggle in the pits, I may perchance help them to get out. No attempt is made to manufacture an infallible specific for perfecting mathematical education: the aim is much humbler. I hope that this account will lead others to test the value of my suggestions. I should like, too, to see others relating their experience. With a large amount of evidence thus collected from teachers of all ages and kinds of experience, there would be reasonable hope of deducing therefrom a body of principles, bearing up the teaching of mathematics, which might really merit the title of educational science.
From: Benchara Branford, A Study of Mathematical Education (1908)
Teacher research. Why didn’t this happen?