ABSTRACT
This chapter first discusses a group of pre-service teachers in a University in England. It then discusses teachers (and pre-service teachers) interacting online. These different spaces for research very much demonstrate how teaching has moved from something that was contained by the classroom and school to a profession where discourses permeate across local and global environment by the use of social media. There are several extracts where the pre-service teachers seem to follow the neoliberal position of New Labour educational policy, that everyone can do mathematics. The chapter suggests that pre-service teachers can experience tension between the expectations of the functional mathematical child and being able to do and the romantic attraction of the naturally curious mathematical child from mathematics education research. It is fair to say that Twitter and social media do offer more access to professional development. Teacher- and education-related hashtags are often trending, as teachers actively discuss their ideas and practice.
