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Typically, elementary school mathematics experiences for children in the United States have stood almost completely apart from their lives outside school. Children's voices simply do not come through in the common arithmetic- driven curriculum. Although the NCTM's Standards movement, which began in the 1980s and continues to this day with the recent publication of Principles and Standards for School Mathematics (NCTM 2000), has had an impact in the professional, political, and public realms, much teaching and learning of mathematics is still detached from children's personal experiences.

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