The intent of this theoretical paper is to recast our ideas about teaching mathematics as a result of an extensive research review on teaching behaviors. The product of this review is an explanatory curricular model which takes into account the content being taught. The purpose of studying teaching from a curricular perspective and the constructs and experience which the literature review was based on is outlined in the initial chapter. The next six chapters examine the contemporary literature with respect to some basic categories assumed to relate to teaching mathematics. These categories include content, motivation, planning, classroom events, pupil outcomes and pursuits, and teacher and pupil background. Finally, in the concluding chapter we summarize the information and present a model based upon the review. The model of pedagogy presented in that last chapter should provide researchers a set of constructs which can be used to study the teaching of mathematics. (Author)