Abstract
The reported study is situated within the process of developing a reform-oriented national mathematics curriculum for compulsory education in Greece by a design team that involved teachers, academic researchers, and policy-makers. From an activity theory perspective, we identify the activity systems of mathematics teaching, research in mathematics education, and educational policy interacting in the design process. We focus on the contradictions between the three activity systems and how these were dealt with. We based our analysis on email exchanges during the curriculum design, field notes from whole-team sessions, and interviews with key persons. Our results highlight that the emerging contradictions primarily concerned the teaching and research activity systems. Members of the team who acted as brokers between the different activity systems and facilitated their interaction played an important role in overcoming the contradictions.
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