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Abstract
In this paper I discuss some reflections on power and how its workings may be traced in the mathematics classroom. I explore some work of Michael Foucault on the nature of power and attempt to use his analytics of power to consider the formation and organisation of interactions in mathematics classrooms. I offer this as a strategy to start to (re)examine the practices of teachers and children in this arena. I move on to explore a number of concerns including the ‘regulation’ of teachers’ and children's practices: how power, in this sense, might legitimate certain classroom actions and limit others.