Teachers of mathematics’ responses when directly asked what it means to be successful in mathematics

Abstract This paper investigates how Australian teachers of mathematics, when directly asked, conceptualise success in mathematics education, drawing on responses to an open-ended survey question. While the term success features prominently in educational policy, literature, and discourse, the meanings and manifestations attached to the concept remain under-examined. Using qualitative analysis, teacher responses were categorised into six overlapping domains: Knowers of Mathematics , Users of Mathematics , Navigators of Mathematics , Humans with Mathematics , Judged for Mathematics and the Conflicted Other. Relationships between domains were then visually represented as the Agency-Time Arc , a conceptual thread that highlights how success is variably framed – from short-term academic performance to broader, agentive and long-term engagement. The apparent dominance of certain domains and the relatively limited presence of other interpretations of success raise critical implications for how students experience mathematics, particularly if success is interpreted as mastering a collection of concepts that are school-bound and temporary. The findings also demonstrate a level of tension and conflict between teachers’ personal beliefs and system-driven expectations, offering important insights for the ongoing interrogation of success in mathematics education.