In this paper, we consider various aspects of the curriculum to determine the extent to which
the Singapore mathematics curriculum includes mathematical communication. The term
curriculum can be interpreted and investigated at different levels. First, we can consider the
intended curriculum by examining the curriculum document. Second, we can consider the
hidden curriculum by examining the nature of tasks in the national examination. Third, we
can consider the interpreted curriculum by investigating the textbooks. Finally, we can
consider the implemented curriculum by studying actual classroom lessons. In this paper, we
do the first three. The proposed study, to be reported in the next meeting, focuses on the last.