Elementary preservice teachers school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science. In this book, preservice teachers voices challenge the hegemony of official everyday narratives relating to these images.

The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the...