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<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>David and all,<o:p></o:p></span></font></p>
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10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'>This is to respond to David’s
question #3</span></font>. <o:p></o:p></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>(In the <st1:country-region w:st="on"><st1:place w:st="on">United
States</st1:place></st1:country-region> now, what is driving how math is
taught and learned? Is it student-defined contexts, as they present them to
their teachers? Is it curriculum frameworks? Or is it the standardized tests
called for by the NRS? Is it all the above? Can you give us an overview of
where – in the country – each of these “drivers” now
has some sway?)<o:p></o:p></span></font></p>
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12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>We see examples of each of these as we travel around the country, but I
can’t remember seeing any reports on how prevalent each of them is.
Again, I’d like to see what the list subscribers can tell us about what
is driving the math instruction in adult education in their area. Although it
won’t be an unbiased survey, it will be interesting to learn more about
this. Thanks for asking the question.<o:p></o:p></span></font></p>
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12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Myrna <o:p></o:p></span></font></p>
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12.0pt'><o:p> </o:p></span></font></p>
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