Laura Black is a lecturer at the University of Manchester. Her research interests focus on pedagogic processes in the classroom and the construction of learner identities particularly in relation to mathematics. She is currently working on several projects on widening participation in mathematically demanding programmes within post compulsory education. Heather Mendick is Senior Research Fellow at the Institute for Policy Studies in Education, London Metropolitan University, and lecturer at Goldsmiths, University of London. In her research, she works across education, gender studies, sociology and cultural studies and is particularly interested in influences of popular culture on identities and aspirations. She used to be a mathematics teacher.Yvette Solomon is Professor of Education at the Education and Social Research Institute at Manchester Metropolitan University. Her research focuses on the nature of relationships between language, learning and mathematical knowledge, and between identity, participation and community experience. She is the author of The Practice of Mathematics, and of Mathematical Literacy, both published by Routledge.

"The book represents an impressive attempt to get to the heart of mathematical relationships. The chapters are very much grounded in the realities of everyday concerns within mathematics education: selection and assessment; pedagogy; curriculum; choice; teacher development. Importantly, the authors avoid a sensationalized treatment of the issues under interrogation. In addition, they neither propose a highly theoretical nor an exclusively practical methods approach. Rather, the book constructs a dialogue between theory and empirical evidence across three theoretical lenses (sociocultural, discursive, and psychoanalytic), exposing the tensions amongst them. But the book goes further: it identifies points of settlement amongst the three approaches that might lead to new knowledge not only for research not also for policy and practice." -Margaret Walshaw, Massey University, New Zealand

• 1. Introduction Part 1: Selection and Assessment 2. Disabling Numbers: On the Secret Charm of Numberese and Why It Should Be Resisted Anna Sfard 3. Pain, Pleasure and Power: Selecting and Assessing Defended Subjects Laura Black, Heather Mendick, Melissa Rodd and Yvette Solomon with Margaret Brown 4. Mathematical ‘Ability’ and Identity: A Socio-Cultural Perspective on Assessment and Selection Jeremy Hodgen and Rachel Marks Part 2: Choice 5. Telling Stories about Mathematics Mark Boylan and Hilary Povey 6. Choice: Parents, Teachers, Children and Ability Grouping in Mathematics Peter Winbourne 7. Special Cases: Neoliberalism, Choice and Mathematics Heather Mendick, Marie-Pierre Moreau and Debbie Epstein Part 3: Curriculum 8. Appetite and Anxiety: The Mathematics Curriculum and its Hidden Meanings Jenny Shaw 9. Questioning the Mathematics Curriculum: A Discursive Approach Candia Morgan 10. The Role of Textbooks in the ‘Figured Worlds’ of English, French and German Classrooms – A Comparative Perspective Birgit Pepin Part 4: Pedagogy 11. How Do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response Tamara Bibby 12. Hybridity of Maths and Peer Talk: Crazy Maths Pauline Davis and Julian Williams 13. Pedagogy, Discourse and Identity Stephen Lerman Part 5: Teacher Development 14. Mathematics For Teaching: What Makes Us Want To? Pat Drake 15. Developing Mathematics Teaching Through Collaborative Inquiry Barbara Jaworski 16. What Does a Discourse Oriented Examination Have To Offer Teacher Development? The Problem with Primary Mathematics Teachers Tansy Hardy Part 6: Endings 17. Identity in Mathematics: Perspectives on Identity, Relationships and Participation Patricia George 18. Participating in Identities and Relationships in Mathematics Education. Paola Valero. Contributors. References. Index.

Laura Black is a lecturer at the University of Manchester. Her research interests focus on pedagogic processes in the classroom and the construction of learner identities particularly in relation to mathematics. She is currently working on several projects on widening participation in mathematically demanding programmes within post compulsory education. Heather Mendick is Senior Research Fellow at the Institute for Policy Studies in Education, London Metropolitan University, and lecturer at Goldsmiths, University of London. In her research, she works across education, gender studies, sociology and cultural studies and is particularly interested in influences of popular culture on identities and aspirations. She used to be a mathematics teacher.Yvette Solomon is Professor of Education at the Education and Social Research Institute at Manchester Metropolitan University. Her research focuses on the nature of relationships between language, learning and mathematical knowledge, and between identity, participation and community experience. She is the author of The Practice of Mathematics, and of Mathematical Literacy, both published by Routledge.

"The book represents an impressive attempt to get to the heart of mathematical relationships. The chapters are very much grounded in the realities of everyday concerns within mathematics education: selection and assessment; pedagogy; curriculum; choice; teacher development. Importantly, the authors avoid a sensationalized treatment of the issues under interrogation. In addition, they neither propose a highly theoretical nor an exclusively practical methods approach. Rather, the book constructs a dialogue between theory and empirical evidence across three theoretical lenses (sociocultural, discursive, and psychoanalytic), exposing the tensions amongst them. But the book goes further: it identifies points of settlement amongst the three approaches that might lead to new knowledge not only for research not also for policy and practice." -Margaret Walshaw, Massey University, New Zealand

• 1. Introduction Part 1: Selection and Assessment 2. Disabling Numbers: On the Secret Charm of Numberese and Why It Should Be Resisted Anna Sfard 3. Pain, Pleasure and Power: Selecting and Assessing Defended Subjects Laura Black, Heather Mendick, Melissa Rodd and Yvette Solomon with Margaret Brown 4. Mathematical ‘Ability’ and Identity: A Socio-Cultural Perspective on Assessment and Selection Jeremy Hodgen and Rachel Marks Part 2: Choice 5. Telling Stories about Mathematics Mark Boylan and Hilary Povey 6. Choice: Parents, Teachers, Children and Ability Grouping in Mathematics Peter Winbourne 7. Special Cases: Neoliberalism, Choice and Mathematics Heather Mendick, Marie-Pierre Moreau and Debbie Epstein Part 3: Curriculum 8. Appetite and Anxiety: The Mathematics Curriculum and its Hidden Meanings Jenny Shaw 9. Questioning the Mathematics Curriculum: A Discursive Approach Candia Morgan 10. The Role of Textbooks in the ‘Figured Worlds’ of English, French and German Classrooms – A Comparative Perspective Birgit Pepin Part 4: Pedagogy 11. How Do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response Tamara Bibby 12. Hybridity of Maths and Peer Talk: Crazy Maths Pauline Davis and Julian Williams 13. Pedagogy, Discourse and Identity Stephen Lerman Part 5: Teacher Development 14. Mathematics For Teaching: What Makes Us Want To? Pat Drake 15. Developing Mathematics Teaching Through Collaborative Inquiry Barbara Jaworski 16. What Does a Discourse Oriented Examination Have To Offer Teacher Development? The Problem with Primary Mathematics Teachers Tansy Hardy Part 6: Endings 17. Identity in Mathematics: Perspectives on Identity, Relationships and Participation Patricia George 18. Participating in Identities and Relationships in Mathematics Education. Paola Valero. Contributors. References. Index.

Laura Black is a lecturer at the University of Manchester. Her research interests focus on pedagogic processes in the classroom and the construction of learner identities particularly in relation to mathematics. She is currently working on several projects on widening participation in mathematically demanding programmes within post compulsory education. Heather Mendick is Senior Research Fellow at the Institute for Policy Studies in Education, London Metropolitan University, and lecturer at Goldsmiths, University of London. In her research, she works across education, gender studies, sociology and cultural studies and is particularly interested in influences of popular culture on identities and aspirations. She used to be a mathematics teacher.Yvette Solomon is Professor of Education at the Education and Social Research Institute at Manchester Metropolitan University. Her research focuses on the nature of relationships between language, learning and mathematical knowledge, and between identity, participation and community experience. She is the author of The Practice of Mathematics, and of Mathematical Literacy, both published by Routledge.

"The book represents an impressive attempt to get to the heart of mathematical relationships. The chapters are very much grounded in the realities of everyday concerns within mathematics education: selection and assessment; pedagogy; curriculum; choice; teacher development. Importantly, the authors avoid a sensationalized treatment of the issues under interrogation. In addition, they neither propose a highly theoretical nor an exclusively practical methods approach. Rather, the book constructs a dialogue between theory and empirical evidence across three theoretical lenses (sociocultural, discursive, and psychoanalytic), exposing the tensions amongst them. But the book goes further: it identifies points of settlement amongst the three approaches that might lead to new knowledge not only for research not also for policy and practice." -Margaret Walshaw, Massey University, New Zealand

• 1. Introduction Part 1: Selection and Assessment 2. Disabling Numbers: On the Secret Charm of Numberese and Why It Should Be Resisted Anna Sfard 3. Pain, Pleasure and Power: Selecting and Assessing Defended Subjects Laura Black, Heather Mendick, Melissa Rodd and Yvette Solomon with Margaret Brown 4. Mathematical ‘Ability’ and Identity: A Socio-Cultural Perspective on Assessment and Selection Jeremy Hodgen and Rachel Marks Part 2: Choice 5. Telling Stories about Mathematics Mark Boylan and Hilary Povey 6. Choice: Parents, Teachers, Children and Ability Grouping in Mathematics Peter Winbourne 7. Special Cases: Neoliberalism, Choice and Mathematics Heather Mendick, Marie-Pierre Moreau and Debbie Epstein Part 3: Curriculum 8. Appetite and Anxiety: The Mathematics Curriculum and its Hidden Meanings Jenny Shaw 9. Questioning the Mathematics Curriculum: A Discursive Approach Candia Morgan 10. The Role of Textbooks in the ‘Figured Worlds’ of English, French and German Classrooms – A Comparative Perspective Birgit Pepin Part 4: Pedagogy 11. How Do Pedagogic Practices Impact on Learner Identities in Mathematics? A Psychoanalytically Framed Response Tamara Bibby 12. Hybridity of Maths and Peer Talk: Crazy Maths Pauline Davis and Julian Williams 13. Pedagogy, Discourse and Identity Stephen Lerman Part 5: Teacher Development 14. Mathematics For Teaching: What Makes Us Want To? Pat Drake 15. Developing Mathematics Teaching Through Collaborative Inquiry Barbara Jaworski 16. What Does a Discourse Oriented Examination Have To Offer Teacher Development? The Problem with Primary Mathematics Teachers Tansy Hardy Part 6: Endings 17. Identity in Mathematics: Perspectives on Identity, Relationships and Participation Patricia George 18. Participating in Identities and Relationships in Mathematics Education. Paola Valero. Contributors. References. Index.