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William E. Lamon

A few years ago, the academic community around the world focused its attention on an immense international attempt to study on the one hand the differences among the school systems of twelve countries and, on the other, their effect on ach ievement, interests. and attitudes of certain groups of school-attendi ng youngsters. Those objectives and their findings were reported through many publications, most notable in International Study of Achievement in Mathematics (Husén, 1967). These publications have motivated me to raise some serious questions.