Increasingly, the mathematical subject knowledge required of teachers is described as lists of facts, skills and competencies. This listing appears unproblematic given the apparently rational nature of the subject. However, mathematics is often experienced as an intensely emotional subject. The focus of this article is shame: a reaction to other people's criticisms and an emotional response to knowing and doing mathematics. It is used as an analytical tool to explore the ways in which mathematics is known by primary school teachers. It is suggested that absolutist/product conceptions of mathematics provide ideal opportunities for experiencing shame and that, while shame can act as a positive motivational force, accessing it in this way is far from easy.'What does [shame] feel like?' he asked-and his mothers, seeing his bewilderment, essayed explanations. 'Your face gets hot,' said Bunny-the-youngest, 'but your heart starts shivering.' 'It makes women feel like to cry and die,' said Chhunni-ma, 'but men, it makes them go wild.' 'Except sometimes,' his middle mother muttered with prophetic spite, 'it happens the other way around.' (Rushdie, 1983, pp. 38-93) Joanna: I felt like my voice was a bit shaky because I wasn't really sure, you know, whether I was right. That's what I want to be-right-and I wasn't sure whether I was right.