None advocated using the Moore Method as the principle means of
teaching undergraduate mathematicians—Lecturers E and F both explicitly warned against this—but even those who had been assigned the teaching (B, D, and E) were happy to ‘give it a go’. Lecturer D found themself working on proofs that had previously featured in their history of mathematics teaching, but that they had not considered as carefully before. Naturally our sample is self-selecting; someone showing little enthusiasm would be unlikely to be assigned the module and even less likely to agree to an interview; we must bear this in mind.