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This article offers a retrospective analysis of mathematics teachers’ experiences as learners  in school to examine their foregrounds. Based on Skovsmose’s notion, foregrounds are  perceptions of possibilities, impossibilities, hope and despair made by an individual whose  life chances are compromised by socio-political adversities and economic deprivation. Since  foregrounds are imagined it is not possible to be certain about how the future is realised  without engaging in a longitudinal study spanning decades. One way to attempt to do so is  through memory work, that is, by excavating the memories of persons who are already living  in their foreground. Three mathematics teachers were recruited through snowball sampling  to share their memories of teachers of mathematics, learning mathematics in schools and how  they envisioned the future. The analysis revealed how exposure to mathematics teaching and  learning when they were learners is implicated in shaping the foregrounds of teachers, and  the ways in which teacher foregrounds are connected to personal and national development.  The participants’ narratives confirmed that, although a foreground is shaped by prevailing  conditions, a view to a viable future requires an optimism that goes beyond present situations

Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds