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We provide a theoretical framework for analysing and comparing differentforms of organizing introductions to mathematical analysis at the secondarylevel, then illustrate it by two characteristic examples from certain periodsof change in the 20th century, as they occurred in Denmark. We conclude byextracting from this a fundamental dilemma for the teaching of analysis atsecondary level in view of the requirements and affordances provided bycomputer algebra systems on the one hand, and contemporary utilitarian schoolpedagogies on the other hand.

Mathematical analysis in high school : a fundamental dilemma