ABSTRACT
We saw in the last chapter that by the fourth-year girls found Mathematics boring and that the pedagogic practices did not attract them or provide a social space for mathematical and numerical analyses. Our analysis of the Mathematics texts used by the school supports and extends this. Although Maths texts are often seen as stereotyped, we think that a more detailed examination of the way these texts work to position readers, and are therefore part of processes of subjectification, is in order.
