ABSTRACT
The charge to the authors represented in this book was to relate each chapter as far as possible to the multiple research perspectives or strands: content analysis, student thinking, teacher thinking, classroom instruction, assessment, and curricular implications. In one sense, this chapter on curricular implications may be the easiest chapter to write, because by its very nature the discipline of mathematics education is an applied science. Each researcher/participant ultimately has the same overall goal or objective-that of improving the quality of mathematics instruction and learning on behalf of children. From this perspective, it should be possible to identify relevant implications from most of the literature published in the area. On the other hand, this may be the most difficult of the chapters to develop because the vast majority of published pieces do not concern themselves overtly with curricular implications, and the sheer enormity of published material precludes any definitive compilation of implications for the classroom.
