[2] Howson A.G. and Kahane, J.-P. (eds): 1990, The popularization of Mathematics, Cambridge University Press, Cambridge.

[3] Burton, L.: 1994, Whose Culture Icludes Mathematics?, in Lerman, S. (ed.), Cultural Perspectives on the Mathematics Classroom, Kluver Academic Publishers, Dordrecht, 69-83.

[4] For problems regarding teacher training in Italy see Bernardi, C. and Arzarello, F. (eds): 1996, Educational System and Teacher Training in Italy, UMI-CIIM, Roma.

[5] Schoenfeld, A.H.: 1992, Learning to Think Mathematically: Problem Solving, Metcognition and Sense Making in Mathematics, in Grouws, D.A. (ed.), Handbook of Research on Mathematics Teaching and Learning, Macmillan Publ.Co., New York, 334-370

[6] McLeod, D.B.: 1992, Research on Affect in Mathematics Education: A Reconceptualization, in Grouws, D.A. (ed.): quoted in note 5, 575-596

[7] Hart, K.: 1981, Children's understanding of Mathematics 11-16, J. Murray, London.

[8] As regards the Italian school system see Bernardi, C. and Arzarello, F.: 1996 quoted in note 4.

[9] Dieudonné, J.: 1987, Pour l'honneur de l'esprit humain, Hachette, Paris.

[10] Hardy, G.H.: 1940, A Mathematician's Apology, Cambridge University Press, Cambridge.

[11] Rota, G.C.: 1986, Discrete Thoughts, Birkhäuser, Boston.

[12] Chevallard, Y.: 1988, Implicit Mathematics: Its Impact on Societal Needs and Demands, paper presented at ICME-6, Theme group 7.1, Budapest.

[13] A singular example of this is the popular Hungarian mathematical quiz television programme Kõrmõnfontolgatõ (from kõrmõfont = cunning and fontolgatõ = pondering) for youngsters of 11- 12, broadcast at the time of the ICME-6 (cf. Wilson, W.F.: 1990, Popularising Mathematics, Mathematics in School, May, p. 17.

[14] Kline, M.: 1953, Mathematics in Western Culture, Oxford University Press; and Kline, M., 1980, Mathematics: the Loss of Certainty, Oxford University Press.

[15] Conti F.: 1995, Verso un Museo della Matematica, paper presented at XIV Conv. Naz. Unione Matematica Italiana (Padova)