What are the forces that drive or inhibit curriculum reform, and what are the instruments for reform? How do we know whether reform is progress? How do the various agents responsible for mathematics education policy interact?
- James Tarr (USA)
- Fan Liang Huo (Singapore)
- Ryosuke Nagaoka (Japan)
email@example.com and firstname.lastname@example.org
- Behiye Ubuz (Turkey)
- Hugo Balbuena (Mexico)
In process. Please consult later.