A BSTR ACTIn this paper, the culture of the mathematics classroom is inspected throug h the lens of one teacher and one class of school students. The intention here is to privilege the voices of the participants, particularly those of the young people themselves, whose views and experiences are sometimes absent from educational studies. A metaphor of spaciousness is invoked in drawing together curriculum, pedagogy, epistemology and classroom practices and relationships. In the classroom under study, the students developed connected and authoritative understanding s abou t the nature of mathematics; they linked these to the classroom relationships and linked these in turn to the curriculum. The comments from the students suggest that a reappraisal and renegotiation of what it means to be a teacher in the secondary mathematics classroom is timely.

This article considers assessment practices in the field of higher education mathematics courses. It argues that, within the potentially deleterious context of summative assessments, it is possible to re-craft the demands on students in order to incorporate some opportunities for educative assessment. Evidence, in the form of stories of students' experiences, is offered to suggest that such practices have a contribution to make to supporting students in making positive disciplinary relationships.

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In England we are currently in the grip of a damaging hegemonic discourse in the field of education. Unquestionable goods include standards, aspiration, effectiveness, measurable performance and – the subject of this contribution- progress. We discuss how progress is currently understood and deployed within the educational landscape in England and draw connections between this and the framing of 'catch-up', of 'being left behind' and of 'lost learning' in the government's response to education and the pandemic. We then argue for other ways of understanding education and suggest that two key aspects of understanding education as non-linear and non-teleological are love for the world and hope-in-the-present.