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Abstract
Teachers can draw on their care for students to promote more positive attitudes toward mathematics. Persistence in simultaneously caring for students and ideas holds generative possibility for challenging negative attitudes. This paper considers one teacher's experience of reflecting and acting on the tensions involving her own limited background in mathematics and her wish to overcome her anxiety and fear when teaching mathematics.
Introduction
Martha: When I was a kid, math was Mount Everest. It didn't work at all. Ever. In any way, shape, or form. And I managed to squeak my way through, and by memorizing stuff. I didn't ...