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With good reason, much is made of learner agency but the concept of teacher agency is important too. If we hope to build a profession in which we are all self-navigating life-long learners, we must acknowledge the role that teacher agency plays. 

Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?