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Conclusion

We have presented data to show that many important curricular experiments and changes in United States undergraduate mathematics between 1950 and 2000 were at least partly inspired by influences external to mathematics. Perhaps this is the customary case for any era and any part of the world. Or might this era be distinctive in that a reaction to modernism was underway? We are not aware of other studies that would shed light on these questions and we look forward to additional contributions to this question. In particular, the Cajori Two Project data **[40]** may shed light on the first half of the 20^{th} century in America.

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