Abstract
In this paper we outline in macroscopic terms major tendencies in the mathematics education histories of Germany and the United States. In particular, we spell out periodic shifts in foucus of mathematics education over the last 100 years and in this process unravel common focal points in the parallel development of the field. In doing so we reflect and hypothesize on why certain trends seem to re-occur, sometimes invariantly, across time and geographic, location.
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