© 2009 IAP All rights reserved Critical Issues in Mathematics Education, pages 61–64 Copyright © 2009 by Information Age Publishing All rights of reproduction in any form reserved. 61 CHAPTER 9 MATHEMATICS EDUCATION: FOR WHOM? Mônica Mesquita University of Lisbon To rethink about our role as researchers of the mathematics education pro- cess could be a way to think about the relation between for what and why mathematics education exists. Some thoughts, that grew from my inner dia- logues as a researcher, teacher, student, and mother that I am, were devel- oped within practices inside multiple systems in which I was engaged, bring- ing some questions that became a paper from the necessity for sharing them in the Discussion Group 3 of the ICME environment. RESEARCHERS AND EDUCATION: OUR SITUCIONALIDADE The relation between researchers and education is much more than a sim- ple professional connection. The praxis of researcher in the educational process goes beyond research practices—we have other roles in the world as educators: the roles of parents, of teachers, and as students in our own researcher’s practices. I take as my task to focus on the role of the math- ematics education process in relation to our multiple identities, question- ing ourselves, mainly searching to realize the strong relations that exist be- tween mathematical education and school: