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Transforming mathematics instruction: multiple approaches and practices

approach denies, to some extent, the opportunity for such colonialism, and actively promotes localism. However, as my analysis shows, some evidence of theoretical colonialism remains. So in spite of the challenges in reading this text, in the sense that a reader might be seeking those summaries of similarities and differences across the world, the book provides a rich account of international approaches to teaching and learning algebra. It also highlights some particularities and localised features of practice in the countries examined. As I pointed out at the beginning of this review, this approach to international comparative study of classroom practice is still a relatively new aspect of mathematics education research. The LPS in its five volumes and large number of journal articles provides a framework and articulates the character of this kind of research.