ABSTRACT
Mathematics education has been an issue of sometimes hot debate over the past decade. In fact, these debates have become heated that they have been characterized as the “math wars” (Kelly, 2008). The disputes related to the objectives as well as to the approach to teaching and learning mathematics. Somewhat simplifi ed, the discussion about objectives can be summarized as aiming for routine mastery of number facts and procedural skills versus the acquisition of deep understanding of “big ideas” and mathematical modeling and problem-solving skills. With respect to teaching and learning, the debate focused on direct instruction versus a (socio-) constructivist approach.
