I claim that a narrative approach to mathematics and its pedagogy is consistent with a view of mathematics as being socially derived and with the understanding of mathematics as being socially negotiable…. By engaging with the narrative, we place the mathematics in its context and personalise it, making it come alive to the conditions of the time. Context provides meaning…. By narrating, we make use of our power to employ language to speculate about, enquire into, or interrogate that information. (Burton, 1996, pp. 32-3)