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This article presents a new paradigm for the study of Math and Sciences curriculum during primary and secondary education. A workshop for Education undergraduates at four different campuses (n=242) was designed to introduce participants to the new paradigm. In order to make a qualitative analysis of the current school methodologies in mathematics, participants were introduced to a taxonomic tool for the description of K-12 Math problems. The tool allows the identification, decomposition anddoi:10.7821/naer.3.2.75-82 fatcat:mrhmxto4wneotdmjpic76riibi