Abstract
Mathematics is widely regarded as a crucial component ofthe school curriculum. Indeed, for the greater part of their schooling, students spend at least some time each day doing mathematics. Although there is no consensus about the exact nature of the content to be studied, there is much overlap in the curriculum to be found in different countries. At the elementary level, arithmetic exercise or calculations abound. Other branches such as algebra. calculus, or geometry are typically not encountered till later years. Marked similarities in the way the curriculum is delivered in many classrooms have also been noted (see, e.g., Romberg & Carpenter, 1986).
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