matics and what constitutes competence within the domain has changed considerably in the past two decades. Traditionally, mathematics has been viewed as a body of facts and procedures to be mastered. With the publication of the National Council of Teacher of Mathematics' (NCTM, 2000) fourth standards document, Principles and Standards for School Mathematics (PSSM), the vision of mathematics teaching and learning has evolved. This article serves as an update to NCTM's 1989 document and brings together significant work toward the reform of mathematics education for stu-
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Pape et al. (2002) studied this question.
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