ABSTRACT
The structure of this book starts wide, looking to mathematics education within the social and the political; then it narrows, in the middle section, to focus on teaching and learning within individual classrooms. In this fi nal section we look at the processes around curriculum and assessment that have so much power over what individual teachers and students feel able to do. In working on this book, we have been haunted by our former teacherselves. Although she works closely with student teachers, Dawn’s research is in physics and, whilst Heather has done research in mathematics education before, she’s worked on nothing so focused on teaching as this book. So, in our fi nal introduction, Heather has included a few memories of being a maths teacher into our discussion of the fi ve chapters in this section.
