In the mid- 1970s the curriculum development boom in mathematics
was to end almost as rapidly as it had begun. In this book the
authors, who come from countries with differing educational
traditions and patterns, consider these developments in their
historical, social and educational context. They give not only a
descriptive account of developmental work in a variety of
countries, its aims and the patterns of management utilised, but
also attempt to identify trends and characteristics and thus
provide a theoretical base for criticism and analysis. The reader
will find numerous case studies, including extracts from such
renowned authors as Bruner, Dieudonne and Piaget.
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