An extensive study of the literature on teachers' views of mathematics and mathematics teaching revealed inadequacies in the available frameworks for structuring and reporting on research. In this paper a new framework is developed for analysing and describing primary school teachers' knowledge and feelings about mathematics teaching and learning. The framework; 'Teacher Type Table', was developed after surveying 107 primary school teachers in suburban Melbourne. The teacher type table is presented here as a model for use in the professional development of teachers. --Conference held: Gold Coast, Australia, 5 - 8 July, 1998