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The article presents the discussion on teachers of mathematics learning from the experiences of British Sign Language interpreters supporting hard of hearing (HoH) and deaf learners. Topics include BSL interpreters appointed for the workshop planning to sign the mathematical activities; and process including tools of the body as well as material and semiotic artefacts.

Part II. Offers tips on ways to interest students with the mathematics subject. Nature of classroom activities in mathematics; Structures which organizes the mathematics learning of students; Ineffectiveness of individualized schemes.

Investigates issues related to the disaffection of students with school mathematics. Characteristics of school mathematics departments; Reactions of students to math resources used in schools; Perceptions of students on the subject.

Focuses on the impact of Snappies, a short lesson starter, on pupil performance and their perceptions of mathematics in Great Britain. Impact of the implementation of the National Numeracy Strategy; Problems in devising Snappies; Main uses of Snappies according to teachers; Difficulties of using Snappies; Students' attitude toward Snappies.

The article discusses initial teacher training (ITT) of mathematics teachers that uses tasks that involve both subject knowledge and behaviour management. Topics include the use of social norms in a mathematics classroom, the role of students in peer instruction, and the differences between relational teaching and and instrumental learning environment. The requirement of respect in classroom discussions is addressed.