School mathematics improvement: Administrators and teachers as researchers

Resumen

The paper presents the experience that we, university researchers, had as educators of school administrators and mathematics teachers. We faced the problem of designing, applying and evaluating a professional development strategy that immersed them in the dynamics of action research. Our main purpose was to begin a questioning process that could lead these people to improve their instructional practices and to generate the space for allowing them to acquire some tools for attacking and solving their every-day problems. We discuss some of the issues that arose in this immersion and draw conclusions about the meaning that "teachers and administrators as researchers" has for us.