The only way this can be intelligible is by conceiving that school maths competence ‘precurses’ (Gee, 2001) university maths competence, which ‘precurses’ real maths adeptness. […] After all, this idea of the interpenetration of symbolic competence is built into Bernstein's explanation of how the middle-class home code precurses its young into the school code better than does the working-class home code.
2006, Johan Muller, “On the shoulders of giants: verticality of knowledge and the school curriculum”, in Rob Moore, Madeleine Arnot, John Beck, Harry Daniels, editors, Knowledge, Power and Educational Reform, page 23