This book investigates the process of care in mathematics teaching. The
author proposes transformative educational spaces in which learning
mathematics, rather than consisting of a repetitive grind of exercises
and facts, can become a part of learner identity. This book describes
examples of mathematics teachings in a wide range of contexts and
pedagogies, coordinated to identify common features where care for
mathematical learning and thinking is combined with care for learners.
Along with detailing caring mathematics education practices in
alternative spaces, the author demonstrates similar practices alive even
with the current mainstream spaces of acquisition and performance. Care
is integrated through listening, and developing responsive and trusting
relationships. It will be of interest to scholars of mathematics
education, as well as pre-service and in-service teachers and teacher
educators.