Introduction

Abstract

In the pages that follow, we include various experiences or examples mainly from papers and discussions about the implementation of mathematics curriculum reforms in the following countries or regions: Australia, China, Costa Rica, Denmark, France, Hong Kong, Israel, Italy, Japan, Lebanon, Luxembourg, Mexico, the Philippines, Quebec (Canada), South Africa, Spain, Thailand, Tunisia, United Kingdom, Vietnam, Wallonia-Brussels Federation. Most of the cases were collected during the ICMI Study 24 Conference on the theme ‘Implementation of reformed mathematics curricula within and across different contexts and traditions’.