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The mathematics teacher and curriculum change

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Figure

Figure 1. The five strands of mathematical proficiency (NRC, 2001, p. 117)  These five strands of mathematical proficiency have come to be used in  formula-tions of goals and standards for the curriculum and are sometimes being used in  framing instruction
Figure 3. The major topics of school algebra (NMAP, 2008, p. 16)

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