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Leading People: Leadership in Mathematics Education
The issue of leadership in mathematics education—always a matter of some contention—has been complicated by developments in the field over the past half century or so. When mathematics education began to emerge as an academic field at the beginning of the twentieth century, so few people were seriously concerned with either its practice or its study that virtually all of them could be considered leaders of some sort. That situation prevailed until the new math era, when a new and largerdoi:10.7916/jmetc.v4i1.761 fatcat:czbhaqxp2nbshaqliuja2sgzf4