In this article, South Africa provides an "outlier" case study that illuminates the tensions that exist between interventions, aimed at tailoring initiatives to the vastly unequal contexts of schooling, and the systemic "one size fits all" interventions of the state. I draw on the experiences of two teachers involved in an…

Discusses a methods course for preservice mathematics teachers that addresses the affective side of learning mathematics. Students are encouraged to reflect on their experiences in relation to themselves as learners, teachers, and mathematicians. (MDH)