Understanding the “unsaid”: Deconstructing silence and reconstructing self

What can the examination of silence and the unsaid in teacher education classrooms contribute to our understandings as learners and to our ways of knowing as teacher educators? This paper explores the ways in which the silences were identified, constructed and enacted within the Teaching and Learning Mathematics units of the Bachelorof Education course. This self-study research was conducted as a means of systematically monitoring a reconcepualised and reorganised approach to teaching and learning mathematics in the Bachelor of Education Course at the University of Ballarat, Australia.E