If what is at stake is an understanding of geometric and analytical variations in the complex division of integral and differential equations of contemporary local and regional variations in graduate curricula and students' work outside the formal educational system, of on-the-ground variations in the everyday content of students' lives, inside and outside of their schools, then it must be recognized that, at some nontrivial level, none of the systems for generating primes associated with these variations can be severed from spatially and temporally specific mathematical practices, from axioms that not only enable the discovery of theorems, applications, geometric depictions and operating rules, but that also regulate and control, that normalize and spell out the limits of the solvable systems through the conveyance of disapproval, ridicule and reproach.
