This article is a celebration of the pleasure inherent in the teaching of mathematics, with a particular focus on a university undergraduate context, and a taught course in the Theory of Numbers. The paper describes a conscious effort by one lecturer to respect the 'genetic sequence', whereby students are encouraged and enabled to investigate the…

This paper describes and analyses two mathematics lessons, one with very young pupils, about subtraction, the other for lower secondary school pupils, about gradients [slopes] and graphs. The focus of the analysis is on teacher knowledge, and on the fundamental mathematical and mathematics-pedagogical prerequisites that underpin teaching these…

Investigated the use of the pronoun "it" by a nine-year-old girl as a concept variable conveying the message that she had something in mind that she believed the listener understood. (MDH)

When pronouns are deployed conventionally, the act of reference is normally successful, the referent being clear and unambiguous. This is rarely the case in teacher/pupil talk about mathematics when the referents of some personal pronouns may be intangible groups of entities. Provides examples of uses of "we" and "you" in the classroom. Contains…