Developing learning resources forms an important part of a school mathematics curriculum implementation. This chapter argues for a change in the way we do analysis for developing learning resources. An argument is forwarded for an undertstanding of the main concepts within the topic as well as a historical and didactical analysis thereof in order to make statements with respect to the teaching and learning of the topic. For this analysis, the topic of cryptology is used as an example. The chapter concludes with recommendations to curriculum designers to revisit the accepted practice to adept already historicalle en didactically analysed materials, and warns of the currently used methods.
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