Pushing the boundaries : Women teachers’ experiences of learning mathematics

This paper reports on a research project exploring women mathematics teachers’ experiences of professional learning. Adopting a life history approach, data was gathered in semi-structured interview-conversations. Initial meetings focused on teachers’ experiences of learning mathematics and of learning to teach. The views and practices of their own secondary mathematics teachers emerge as significant both in terms of informing their A-level and career choice and acting as an important frame of reference when analyzing their current teaching practice.