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The article focuses on a study being conducted in Great Britain and Canada, to analyze the teaching and learning of infinite series concept in mathematics education. It reports the analysis of pedagogical practices and curriculum content done by the study, and mentions its review of the texts and interviewing of mathematics teachers. It discusses study's findings on coverage of the concept, its historical references, and lack of figural representations in the texts. The study also found the need for using examples, visual representations, and applications for better understanding of the concept.