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By Professor Alan H. Schoenfeld of the University of California Berkeley Graduate School of Education, this article examines difficult questions about mathematics curricula development such as "What do we really know? How much of what we think we know is based on a firm knowledge base, how much on informed guesswork, how much is really just opinion? How much of what we plan to do reflects cultural biases, rather than established fact?" Schoenfeld attempts to answer these questions in light of four aspects of curriculum: content, tracking, problem-based curricula, and the role of proof.

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