ABSTRACT
There seems to be a culture of mathematics inservice education hinted at in the programmes described earlier in the book. Reading between the lines of those descriptions one could argue that this manifestation of inservice culture seems to have the following basic principle: there is something wrong with mathematics teaching world-wide, and that we, as mathematics educators, must fix it. Many mathematics teachers have bought into this culture. Such teachers seem to be seeking new ways to fix their practice. But this places mathematics teachers in a relationship of co-dependence with mathematics teacher educators. Mathematics teachers need someone to fix them, and mathematics teacher educators need someone to fix. The two groups seem made for each other. This culture is based on judging what is right and wrong, paying little attention to what mathematics teachers are actually doing (since it is wrong anyway) in their classrooms, and looking outside themselves for the ‘right’ way, the newest ‘fix’.
