The book is centered on how major curriculum reform shapes mathematics
and the professional practices of teachers. This book documents in real
time the implementation of a major government numeracy programme and its
receipt by trainee and new teachers. It documents the complete life span
of that initiative. The account is targeted at an international
readership in terms of how curriculum reform more generally shapes
mathematics in schools and the practices of teachers. A key dimension of
the book is an alternative view of mathematics education research in
which the task of teacher development is understood at policy level
where large numbers of teachers were interviewed to assess how policies
were being processed through individuals. The book provides an easy and
accessible commentary utilising contemporary theory to describe how such
teachers reconcile their personal aspirations with the external demands
they encounter in negotiating their identities as professional teachers.