Research Bridging Theory and Practice

This study explores the potential of the Collaborative Action Research (CAR) model to bridge the gap between research and practice in geometry education. Using the Development of Geometrical Thinking (DGT) program, CAR facilitated a collaborative process among teachers and researchers through iterative cycles of planning, action, observation, and reflection. Conducted with 88 seventh-grade students and four mathematics teachers in Croatia, the study aimed to enhance geometric understanding and problem-solving skills.The CAR model translated theoretical insights into practical teaching strategies, leading to significant improvements in student learning outcomes and teacher attitudes. Teachers became more reflective practitioners, adapting methods to meet students’ needs effectively. These findings affirm CAR’s value as a framework for professional growth and sustained instructional innovation in mathematics education.