Abstract
Two collegiate mathematics courses for prospective elementary and middle grades teachers provide the context for the examination of Mary Boole’s construct of teacher lust. Through the use of classroom observations and instructor interviews, the author presents a refined conception of teacher lust. Two working aspects of the construct were identified: (1) enacted teacher lust; an observable action that may remove an opportunity for students to think about or engage in mathematics for themselves; and (2) experienced teacher lust; an internal impulse to act in the manner described. Empirical examples of each facet, differences between conscious and unconscious interactions with teacher lust, along with potential antecedents are discussed.
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