Researchers in mathematics education, teachers, politicians, parents, and teacher trainers-all agree that the development of at least basic mathematical competencies is a central goal of school education. However, there is far less consensus on what these competencies specifically encompass and what exactly such "basic competencies" should serve as the foundation for. In the contributions to this edited volume, experts offer answers to these questions from theoretical, empirical, and practical teaching perspectives, highlighting important implications for research, diagnosis, and the development of basic mathematical competencies in primary school and at transition points.
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