ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in this book. The book begins by contesting the lens through which mathematics education, in general, and mathematics education research, specifically, produces itself. It argues that in educational policy, the mathematical child is produced as a functional automaton and within the dominant strands of mathematics education research, as a 'natural' romantic inquirer. One of the most overriding aspects of the mathematics classroom that strongly influenced the construction of the mathematical child within the student-teachers' classrooms was the construct of mathematical ability, specifically, for everyone to have mobility and opportunity. The book suggests some implications, or rather considerations, for teachers, education policy makers, and educational researchers. For policy makers, it is fairly obvious that they need to adopt a less simplistic one-size-fits-all approach to many things. The book attempts to disengage from trends in mathematics education and its dominant discourses.
