ABSTRACT
The five chapters that form the primary constituents of this part of the book each contain teacher tales worth the telling. We read about teachers at work in their own classrooms, in the presence of new text material in Chapter 8. In Chapter 11, we meet one teacher teaching from the same materials in two different settings. In Chapter 9, we get to eavesdrop on a teacher collective at work, examining their own emergent teacher-researcher practice in relation to classroom mathematics materials. We encounter two more teachers through their ways of referring to the text materials in mid-stream in Chapter 10. Finally, in Chapter 12, we run into teachers recruited as developmental testers for a text-series revision. But we also hear these tales told through the eyes of different tellers, who additionally bring other work and ideas to bear. And the teachers know they are being observed.
