Excellence in Primary Mathematics Teaching: becoming excellent.

This research had two drivers: the persistent demand by policy makers for educators to achieve ‘excellence’ in teaching without defining what is meant; the paradoxes encountered by teachers across education who need to reconcile their personal and professionalism identity, and the political agenda. The research question was ‘How is excellence in primary mathematics teaching perceived by primary mathematics teacher educators?’. Four different mathematics educator groups were interviewed producing narrative and mind-maps. An interpretative, thematic approach to analysis was adopted to explore understandings and beliefs. \ud One outcome was three interwoven and interdependent themes - confidence, knowledge and supererogation - which contribute together to create excellent teaching in primary mathematics. The research showed that excellence is an aspirational ideal, embodied in the child who is the product of excellent teaching. The research highlights the professional conundrums that teachers encounter contributing to an understanding of factors impinging upon the development of excellent mathematics teaching. This paper considers conceptions of excellence, ways of becoming excellent, managing staff development and the barriers that may prevail