Teachers themselves needed to develop positive experience of the use of mathematics in context. This experience of being mathematically literate themselves in some contexts, would enable them to appreciate the final goal for the subject, of enabling their learners to like mathematics as a subject in these contexts. Loosely, they may begin to know ‘what it feels like’ for learners to do mathematics subject. Teachers should also asked to reflect on their experience of mathematics as a subject ‘in action’ and so begin to develop their own, more formal, conception of what it means to able to influence learners. This would allow learners to develop mathematical understanding based on their experience of the grounding context and motivated by the use of the efficacy of the mathematics in context
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