This dissertation illuminates relationships between micro-level practices of schools and macro-level structures of society through the socio-historical lens of New York State Regents mathematics examinations, which were administered to public school students throughout the State of New York between 1866 and 2009, inclusive. Fundamental research questions involved in this study are: (1) How has the classification, framing, and assessment of Regents level mathematics curricula in the public schools of New York changed since 1866?: and (2) How has popularization influenced the contents, structure and academic rigor of Regents mathematics examinations? Basil Bernstein's theory of educational transmissions provides a theoretical framework for the study, as does the lens of credentials theory. Expectations and beliefs based on theory and historical narrative are subjected to critical and empirical analyses using a longitudinal research sample containing 204 Regents mathematics examinations with 5,508 individual problems, representing the entire population of extant Regents mathematics examinations administered in the years 1866, 1870, 1880, 1890, 1900, 1909, 1920, 1930, 1940, 1950, 1960, 1970, 1980, 1990, 2000 and 2009. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]