Advocating Mathematics Teacher Research Prowess for Improved Professionalism

While serving in the field of practice, teachers have continued to hold to the view that research is an activity carried out by professional researchers based outside the basic schools. This is because traditionally, class teachers have never been expected to comment on the theory and practice of their work. However, recent push by the Teacher Research movement across the globe has emphasized teacher research as a process in which educators note problems in the context of their own schools and classrooms and propose investigative methods appropriate to address the problems. On this premise, this review first considers the ramification of mathematics teacher research in improving professionalism in the teaching and learning of mathematics. Secondly, teacher professionalism in mathematics education was given a detailed coverage. Thirdly, the task of mathematics teachers as researchers was considered. The role of higher education in nurturing fruitful collaborations with basic schools was discussed along with the implications of mathematics teacher research for classroom practice in Nigeria.Achieving mathematics teacher research prowess en-tails a conscious effort by both school management and mathematics teachers to translate research into practice in the classroom and nurture staff confidence by allowing them to take risks with practice informed research. The basic school system must make it easy for mathematics teachers to engage in research by creating the time and space through special form, saving teachers' time where possible, making research findings accessible, identifying context-specific evidence for teachers and using appropriate internal and external support