In this article, I use a Foucauldian poststructural analysis to examine productions of progress within key discursive spaces of mathematics education. These sites of production are educational policy, mathematics education research and case studies of primary school student-teachers in England. From my analysis, I show how progress governs what is…

In this article, I deconstruct the concept of understanding in mathematics education, examining how it is spoken into being and what work it does for primary school student teachers. I use poststructural analysis to unpack interviews with a student teacher, Jane, drawn from a larger longitudinal study. I show how she negotiates tensions between…