By Muhammer Taşkıran, Cünet Kılıç

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Kuchemann, D. : 1981, 'Algebra', in K. ), Childrell's Ullderstlllldillg of Mathematics /1-/6, John Munay, London, 102-119. , Goldstein, H. : 1989, 'Graded Assessment and Learning Hierarchies in Mathematics', British 101ll'l1lli of Educatioll Research 15 (2). 109-120. : 1990, 'Hierarchies in Mathematics: A Critique of the CSMS Study', in P. Dowling & R. ), Mathematics versus the Natiollal Curriculum. Fahner Press, Basingstoke, 77-97. Piaget, 1. & In helder, B: 1958, The Growtl! of Logical Tllillkillg from Childhood to Adolescellce.

Hart, K. ): 1981b, Childrell's Ullderstalldillg of Mathematics /1-16, John Murray, London. C. : 1996. Implemelltillg the Mathematics Natiollal Curriculum: Policy, Politics alld Practice, Chapman Hall, London. , Formisano, M. : 1975, Proportional Reasollillg alld COlltrol of Variables ill Sevell COUll tries (Advancing Education through Science Orientated Programs, RepOit ID-65), University of California, Berkeley, CA. : 1988, 'Two Different Approaches Among Algebra Learners', in A. ), The kieas of Algebra K-12 (1988 Yearbook), National Council of Teachers of Mathematics, Reston, VA,91-96.

Action research can develop into academic research if it meets the necessary criteria; well-theorized and systematically evaluated development can likewise generate valid public knowledge. Equally, some research in the academic domain is so narrowly informed and the methods so insufficiently systematic that it becomes at best action research and at worst of little use to anyone. My own experience has led me to the belief that, as with technology and science, educational development and academic research are symbiotic; development suggests fields of inquiry that lead to new theory, which in turn feeds back to better development.