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This paper investigates the divide between the teaching and learning of mathematics in the vocational education and training (VET) sector and the wider mathematics education community. Of particular focus is the practice and professional development needs of mathematics teachers in the VET sector, many of whom have undertaken no further study in mathematics education since completing their general teaching degrees. TAFE trade teachers in particular are identified as being unlikely to have completed qualifications in mathematics education. Also touched upon is the need for reform in VET mathematics courses, with the standard curriculum doing little to prepare students for workplace situations or problems which will require on the job mathematical solutions.