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Drawing on personal experiences in in-service teacher training and curricular innovation in Italy, this paper addresses some questions relevant to mathematics education in the specific area of problem solving research. What are the effects of research results on national programs and curricula? To what extent, and how, are these assimilated in the school system? The analysis of some specific aspects of the evolution of the Italian situation in the last 30 years will suggest some possible answers suitable for comparison with other countries.

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