ABSTRACT
In the introduction to his book on mathematics national curricula around the world, the English mathematics educator Geoffrey Howson wrote:
It is well known that teachers throughout the world do not slavishly (or even unslavishly) follow their national curriculum. What is ‘intended’ by those who draw up national curricula is never ‘implemented’ in all classrooms. […] Moreover, what is learned by students may bear little relation to the implemented curriculum. Much that is taught is misunderstood, not understood or not retained. […] Are national curricula, therefore, so important?
