The research reported in Caught in the Act draws together the insights gained from a continuous professional development initiative for high school mathematics teachers, teaching in low socio-economic status and socially challenged environments in South Africa.

The chapters show the possibilities for enhancing achievement in school mathematics if a strength-based approach is adopted to develop teaching with teachers and when their concerns are taken seriously.

The book demonstrates that the ecological relevance – fitness for the context in which teachers are teaching – of the “goods” developed and distributed by initiatives should be a major consideration to offer hope for sustainable implementation to improve school mathematics education. The book is of interest to mathematics teachers, school leaders, mathematics curriculum advisors, policy makers and researchers.