| Using Michel Foucault's work on the constitutive nature of power, I investigated how "truths," in terms of mathematics teaching and learning, especially with respect to technology, are produced through the complex inscriptions of power relations. I also sought to understand how a novice high school mathematics teacher mediated such "truths" as he constructed his pedagogical discourse and practice. I utilized a qualitative case study approach to inquiry. I gathered data via a series of semi-structured interviews, classroom observations, and archived documents.;I provided a detailed account of this teacher's perceptions about the nature of mathematics and technology and his teaching practice. Then I reported the policy, practice, and structural factors at this high school that were expressions of disciplinary and pastoral power and how they shaped his thoughts and actions. After a description of his accommodation and resistance to power, I discussed the essence of his resistance, which was to defy a trend that threatened his organic relationship to nature and hampered his freedom.;The findings of the study can contribute to a better understanding of how a teacher's construction of his pedagogical conceptions and practice is influenced by the social context embedded within a particular network of power relations. His resistance also suggests strategies that the current power relations might be challenged. Lastly, the use of Foucault's theorization of power, knowledge, and subjectivity can help us explore the dialectic between the lifeworld of the individual and the social structure in which he or she is situated. |
