Abstract
In the past decade increasing demands have been placed on individuals' mathematical skills. Concurrently, however, educationalists have come to acknowledge to an increasing extent the shortcomings of most traditional forms of mathematics instruction. There is now wide agreement among educationalists and teachers that mathematics education should not consist in cramming pupils' heads with mathematical facts, nor should it consist in merely teaching (sophisticated) mathematical techniques or general cognitive skills. This criticism has been expressed worldwide and in a variety of ways (Fischer, 1990; Freudenthal, 1978; Greer & Mulhern, 1989, to name just a few).
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