However, this approach can lead to problems and conflicts. These include, first of all,
the conflict.: between instrumental goals (mastering the routine aspects of mathematics,
preparing for external examinations) versus social goals (studying mathematics for its
intrinsic power in providing thinking tools). This is not merely a conflict of classroom
aims, but may also be a conflict between cultures of schooling (Mellin-Olsen, 1981;
1987; Crawford, 1989).