Key Messages and Lessons from Mathematics Curriculum Reforms Around the World

Abstract

The concluding chapter of this volume distils key messages and lessons learned from ICMI Study 24 across the themes and chapters. We start by recognising the changing of contexts for the study on curriculum reforms from the earliest studies to the current era, including those caused by the COVID-19 pandemic that has impacted schooling fundamentally and changed the lives of learners and teachers. We reflect on the challenges faced with defining school mathematics curriculum reform and the lack of research, and gaps in theories and methodologies in the study of curriculum reforms. Several shifts in content aspect of school mathematics curriculum reforms are identified such as moves to competencies-oriented curricula, a focus on mathematical literacy and on applications. Across themes, teachers were acknowledged as key agents in the processes of curriculum reforms. The rise in the importance of resources and technology also came in sharper relief as did that of alignment within school mathematics curriculum reforms. The study demonstrated both how reforms are context-bounded but also as having invariant aspects; and as being long-term and unpredictable endeavours. Finally, the chapter outlines further areas requiring attention in the study of school mathematics curriculum reform such as the role of the media, and relationships between mathematics education researchers, practitioners and policy makers in reform efforts.