The mathematics teacher's quasi-Darwinism: Problematizing mathematics education research

This paper discusses the configuration of a quasi-Darwinian view of mathematics teachers, where the survival of the fittest is the cornerstone of a network of practices and discourses. It aims to contribute to the problematization of how mathematics education research and its discourses have effects of power in the fabrication of mathematics teachers' subjectivities, by unpacking naturalized truths of research - truths regarding a productive and successful mathematics teacher. It deploys a Foucault-inspired discourse analysis, and it argues how the research on the mathematics teacher becomes a practice that governs mathematics teacher's subjectivities through the enunciation of the desire subject, a productive, successful and effective teacher.