Because each local organization ultimately dictates the level of response to curriculum changes, the involvement of instructors is critical in adopting, adapting, or creating curriculum frameworks.
Commercial products are usually the primary vehicle to implement reform in mathematics education.
The problem is that appropriate instructional materials supporting rigorous content for all students are often not available. The publishing industry has been slow in producing high quality curriculum materials. Further, instructors are traditionally reluctant to develop their own materials because they may not have the necessary expertise, time, or resources to do so. The concurrent emerging reform movement to bridge academic and vocational-technical education provides an historical opportunity to link mathematics and problems found in occupational contexts. However, the lack of curriculum materials that feature rigorous mathematics integrated in occupational contexts is a recurrent problem that hinders widespread implementation.