Formulating our formulations: The emergence of conviction as becoming mathematics teacher educators

This paper is an expression of how the authors are collectively becoming mathematics teacher educators, as they write and speak into one another’s lives through the process of co/autoethnography. Extracts are presented from extended conversations between the authors, illustrating their process of formulating through reflecting on, and consciously appreciating, their unformulated actions as mathematics teacher educators. In their expression of the process of becoming, the authors begin to formulate the notion of conviction. From their enactivist perspective, they see their convictions emerging through the process of becoming mathematics teacher educators and their process of becoming mathematics teacher educators as the emergence of their convictions.