ABSTRACT
The PEA's work is significant to our project, as it marks the origins of a pattern that led to the development of two sharply divided points of view with respect to mathematics education embedded in the math wars. Likewise, the 1980s focus on problem-solving as a main mission of mathematics education sought to make procedures and concepts work together in an effort to unify mathematics education subject matter. Unfortunately, the math wars' polarizing tendencies have made it difficult for a middle ground to be forged and problem-solving approaches to mathematics education tend to be simply funneled into the reform mathematics camp and not typically seen as an alternative to the dualistic thinking so prevalent in the field. That is, work seeking to show the connectedness or continuity between concept and procedure is taking place entirely within the realm of mathematics education.
