Abstract
Much is currently made of mathematics being a genericskill in higher education. What has not been establishedsystematically is what this means in terms of who teaches it. This opinionarticle draws on an attempt to find out who is teachingmathematics in one university. As suspected, individuals who would notdescribe themselves as mathematics specialists undertake much ofthe mathematics teaching. Indeed, many teachers learned theirmathematics independently in order to address specific problems,for example, related to research, and others learned and continue tolearn from their teaching. For most people, mathematics learning issituated in the contexts in which it is applied, and teaching is onesuch context. Exploring the experience of learning mathematics inorder to teach can provide specific insight into the successfullearning of mathematics per se.
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