Abstract
Prospective primary school teachers enter their mathematics education subject sequences in their teacher education programs with a number of chains fettering them to the past. The study described below examines the beliefs and attitudes of prospective primary school teachers with respect to the learning and teaching of mathematics. Some of these beliefs act as chains which could impede re reform in the teaching of mathematics. These constraints are analysed and their implications considered. Some suggestions for the breaking of these chains are proposed. It is through awareness of what students and teacher educators bring to their teacher education courses that negotiation of powerful ideas can occur.
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